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The Measurement of Implicit and Explicit Knowledge

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Bibliographic Details
Title: The Measurement of Implicit and Explicit Knowledge
Language: English
Authors: Ellis, Rod, Roever, Carsten
Source: Language Learning Journal. 2021 49(2):160-175.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Information Analyses
Descriptors: Grammar, Second Language Learning, Metalinguistics, Psycholinguistics, Language Tests, Oral Language, Knowledge Level, Comparative Analysis, Taxonomy, Decision Making, Criticism, Test Content, Test Construction, Pragmatics, Language Processing, Factor Analysis, Error Correction, Imitation, Test Format
DOI: 10.1080/09571736.2018.1504229
ISSN: 0957-1736
Abstract: This article presents a review of research that has investigated ways of measuring implicit and explicit knowledge of a second language (L2), focusing on grammar. It begins by defining implicit and explicit knowledge in terms of a distinguishing set of criteria. Two ways of investigating implicit knowledge are discussed -- through experimental studies of implicit learning and by means of factor-analytic studies. This provides the basis for a taxonomy of tests designed to provide separate measures of the two types of knowledge. Proposals for oral production tests, comprehension tests, judgements tests, tests of metalinguistic knowledge and tests derived from psycholinguistic research are examined and critiqued. The article concludes by suggesting there is a need for tests of L2 pragmatic knowledge to complement those available for grammar and offers a number of suggestions for the design of such tests.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1292126
Database: ERIC
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Abstract:This article presents a review of research that has investigated ways of measuring implicit and explicit knowledge of a second language (L2), focusing on grammar. It begins by defining implicit and explicit knowledge in terms of a distinguishing set of criteria. Two ways of investigating implicit knowledge are discussed -- through experimental studies of implicit learning and by means of factor-analytic studies. This provides the basis for a taxonomy of tests designed to provide separate measures of the two types of knowledge. Proposals for oral production tests, comprehension tests, judgements tests, tests of metalinguistic knowledge and tests derived from psycholinguistic research are examined and critiqued. The article concludes by suggesting there is a need for tests of L2 pragmatic knowledge to complement those available for grammar and offers a number of suggestions for the design of such tests.
ISSN:0957-1736
DOI:10.1080/09571736.2018.1504229