Cover not available
Part of
Linguistic Approaches to Portuguese as an Additional Language
Edited by Karina Veronica Molsing, Cristina Becker Lopes Perna and Ana Maria Tramunt Ibaños
[Issues in Hispanic and Lusophone Linguistics 24] 2020
► pp. 259–282

Exploring second language acquisition

The role of implict and explicit knowledge in native and target languages

 | The University of New South Wales
This paper discusses the role of implicit and explicit knowledge in Second Language Acquisition (SLA). Through Action Research (AR) across a three-year period, involving 160 native English-speaking adult participants from Australia, with little to no exposure to second/foreign language learning, this research explores how language students draw on their explicit and implicit knowledge of their native language to inform their sense-making of a second language. This research finds that students utilise their explicit/implicit knowledge of their native language as a framework to make sense of the target language, in this case, Portuguese. It further finds that students with poor explicit knowledge in their native language have difficulty grasping explicit instruction in the target language.
Keywords: second language acquisition, implicit knowledge, explicit knowledge, Portuguese, English, learning
Article outline
  • 1.Introduction
  • 2.Motivation for research
  • 3.The role of implicit and explicit knowledge in second language acquisition
  • 4.Research site, method and participants
    • 4.1Research method
    • 4.2Research analysis
      • 4.2.1Phase 1: Collecting multiple data sources
      • 4.2.2Phase 2: Coding data as a display of explicit or implicit knowledge
      • 4.2.3Phase 3: Coding data by degree of difficulty
  • 5.Research findings
    • 5.1Explicit L1 knowledge receives explicit L2 instruction
    • 5.2Implicit L1 knowledge receives explicit L2 instruction
    • 5.3Implicit L1 knowledge receives implicit L2 instruction
    • 5.4No explicit or implicit L1 knowledge receives implicit L2 instruction
    • 5.5No explicit or implicit L1 knowledge receives explicit L2 instruction
  • 6.Discussion
  • Notes
  • References
  • Appendix
Published online: 26 March 2020
DOI logo
https://doi.org/10.1075/ihll.24.10fer
References (37)
References
Arbona, A. D., & Chireac, S. M. (2014). Language learning methodology for adults: A study of linguistic transfer. Procedia – Social and Behavioral Sciences, 142, 318–324. DOI logoGoogle Scholar
Collis, J., & Hussey, R. (2003). Business Research – A practical guide for undergraduate and postgraduate students. Houndmills: Palgrave Macmillan.Google Scholar
Cousin, G. (2005). Case study research. Journal of Geography in Higher Education, 29(3), 421–427. DOI logoGoogle Scholar
Creswell, J. W. (1998). Qualitative inquiry and research design. Thousand Oaks, CA: Sage.Google Scholar
DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 313–348). Malden, MA: Blackwell. DOI logoGoogle Scholar
DeKeyser, R. M. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 42–63). Cambridge: Cambridge University Press.Google Scholar
Diana, A. (2011). An exploration of explicit and implicit learning of rules by English second language learners. Per Linguam: A Journal of Language Learning, 22(1). DOI logoGoogle Scholar
Ellis, N. (2011). Implicit and explicit language learning. Conditions, processes, and knowledge in SLA and bilingualism. In C. Sanz & R. Leow (Eds.), Implicit and explicit SLA and their interface (pp. 35–47). Washington, DC: Georgetown University Press.Google Scholar
Ellis, R. (1994). Implicit and explicit learning of languages. In R. Ellis, A theory of instructed second language acquisition (pp. 79–114). New York, NY: Academic Press.Google Scholar
(1997). Second language acquisition. Oxford: Oxford University Press.Google Scholar
(2005a). Measuring implicit and explicit knowledge of a second language. Studies in Second Language Acquisition, 27(2), 141–172.Google Scholar
(2005b). Principles of instructed language learning. System, 33(2), 209–224. DOI logoGoogle Scholar
(2009). Implicit and explicit knowledge in second language learning, testing and teaching. In C. Sanz & R. Leow (Eds.), Implicit and explicit SLA and their interface (pp. 3–25). Washington, DC: Georgetown University Press.Google Scholar
Gass, S. (1996). Second language acquisition and linguistic theory: The role of language transfer. In Handbook of second language acquisition, William C. Ritchie & Tej K. Bhatia (Eds.). San Diego, CA: Academic Press.Google Scholar
Geeslin, K. L., & Long, A. Y. (2014). Sociolinguistics and second language acquisition: Learning to use language in context. Studies in Second Language Acquisition, 37(1), 168–170.Google Scholar
Gregg, K. R. (1989). Second language acquisition theory: The case for a generative perspective. In S. M. Gass & J. Schachter (Eds.), Linguistic perspectives on second language acquisition (pp. 15–40). New York, NY: Cambridge University Press. DOI logoGoogle Scholar
Hu, G. (2011). Metalinguistic knowledge, metalanguage, and their relationship in L2 learners. System, 39(1), 63–77. DOI logoGoogle Scholar
Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness. Modern Language Journal, 92(2), 270–283. DOI logoGoogle Scholar
Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.Google Scholar
(1987). Principles and practice in second language acquisition. Hertfordshire, UK: Prentice-Hall International.Google Scholar
McKinnon, J. (1988). Reliability and validity in field research: Some strategies and tactics. Accounting, Auditing and Accountability Journal, 1(1), 34–54. DOI logoGoogle Scholar
Moeller, A., & Catalano, T. (2015). Foreign language teaching and learning. In J. D. Wright (Ed.-in-Chief), International Encyclopedia of the Social & Behavioral Sciences (pp. 327–333). Oxford: Elsevier. DOI logoGoogle Scholar
Morgan, S. J., Pullon, S. R. H., Macdonald, L. M., McKinlay, E. M., & Gray, B. V. (2017). Case study observational research: A framework for conducting case study research where observation data are the focus. Qualitative Health Research, 27(7), 1060–1068. DOI logoGoogle Scholar
Nolen, A. L., & Putten, J. V. (2007). Action research in education: Addressing gaps in ethical principles and practices. Educational Researcher, 36(7), 401–407. DOI logoGoogle Scholar
Odlin, T. (2005). Crosslinguistic influence and conceptual transfer: What are the concepts? Annual Review of Applied Linguistics, 25, 3–25. DOI logoGoogle Scholar
Parker, L. D., & Roffey, B. H. (1997). Back to the drawing board: Revisiting grounded theory and the everyday accountant’s and manager’s reality. Accounting, Auditing and Accountability Journal, 10(2), 212–247. DOI logoGoogle Scholar
Qu, S. Q., & Dumay, J. (2011). The qualitative research interview. Qualitative Research in Accounting and Management, 8(3), 238–264. DOI logoGoogle Scholar
Roehr, K. (2008). Metalinguistic knowledge and language ability in university-level L2 learners. Applied Linguistics, 29(2), 173–199. DOI logoGoogle Scholar
Roehr-Brackin, K. (2014). Explicit knowledge and processes from a usage-based perspective: The developmental trajectory of an instructed L2 learner. Language Learning, 64(4), 771–808. DOI logoGoogle Scholar
Schmidt, R. (2001). Cognition and second language instruction. Cambridge: Cambridge University Press.Google Scholar
Shaffer, C. (1989). A comparison of inductive and deductive approaches to teaching foreign languages. Modern Language Journal, 73(4), 395–403. DOI logoGoogle Scholar
Spada, N. (2013). SLA research and L2 pedagogy: Misapplications and questions of relevance. Language Teaching, 48(1), 69–81. DOI logoGoogle Scholar
Stringer, E. T. (2014). Action research (4th ed.). Thousand Oaks, CA: Sage.Google Scholar
Tokowicz, N., & MacWhinney, B. (2005). Implicit and explicit measures of sensitivity to violations in second language grammar: An event-related potential investigation. Studies in Second Language Acquisition, 27(2), 173–204. DOI logoGoogle Scholar
Tomita, Y., & Spada, N. (2013). Form-focused instruction and learner investment in L2 communication. Modern Language Journal, 97(3), 591–610. DOI logoGoogle Scholar
Wong, W., & Simard, D. (2016). Focusing on form in language instruction. London: Routledge.Google Scholar
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.Google Scholar