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EMPIRICAL STUDY

The Interface of Explicit and Implicit Knowledge in a Second Language: Insights From Individual Differences in Cognitive Aptitudes

Yuichi Suzuki

Corresponding Author

E-mail address: szky819@kanagawa-u.ac.jp

Kanagawa University

Correspondence concerning this article should be addressed to Yuichi Suzuki, Department of Crosscultural Studies, Kanagawa University, 3‐27‐1, Rokkakubashi, Kanagawa‐ku, Yokohama‐shi, Kanagawa, 221‐8686, Japan. E‐mail:

szky819@kanagawa-u.ac.jp

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First published: 18 May 2017
Cited by: 3

This study was supported by IGERT: Biological and Computational Foundations of Language Diversity (NSF DGE‐0801465), the Office of the Graduate Dean for a Summer Research Fellowship, the Language Learning Dissertation Grant Program, and the Ph.D. program in second language acquisition at the University of Maryland. We would like to express our appreciation to Yi Ting Huang, Steven Ross, and Nan Jiang for their constructive advice on this project; Yuki Hirose, Manabu Arai, and Edson Tadashi Miyamoto, who provided support for the data collection; Kaoru Koyanagi, Yukiko Okuno, Tomomi Nishikawa, Hiromi Ozeki, and Kiyoko Tadokoro for their assistance in recruiting participants; and Kei Harata and Jun Fujita for their assistance in developing materials.

Abstract

Recent research has called for the use of fine‐grained measures that distinguish implicit knowledge from automatized explicit knowledge. In the current study, such measures were used to determine how the two systems interact in a naturalistic second language (L2) acquisition context. One hundred advanced L2 speakers of Japanese living in Japan were assessed using tests of automatized explicit knowledge and implicit knowledge, along with tests of phonological short‐term memory and aptitude tests for explicit and implicit learning. Structural equation modeling demonstrated that aptitude for explicit learning significantly predicted acquisition of automatized explicit knowledge, and automatized explicit knowledge significantly predicted acquisition of implicit knowledge. The effects of implicit learning aptitude and phonological short‐term memory on acquisition of automatized explicit knowledge and implicit knowledge were limited. These findings provide the first empirical evidence that automatized explicit knowledge, which develops through explicit learning mechanisms, may impact the acquisition of implicit knowledge.

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Number of times cited: 3

  • , Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures, Bilingualism: Language and Cognition, 10.1017/S1366728918000895, (1-18), (2018).
  • , The comparative effects of metalinguistic clue and metalinguistic explanation in computer-mediated form-focused practice: Does prior knowledge matter?, Computer Assisted Language Learning, 10.1080/09588221.2018.1488736, (1-20), (2018).
  • , STATISTICAL SENSITIVITY, COGNITIVE APTITUDES, AND PROCESSING OF COLLOCATIONS, Studies in Second Language Acquisition, 10.1017/S0272263118000141, (1-26), (2018).