چکیده:
This paper reports on a study designed to explore the role of explicit
knowledge in general language proficiency and the interplay of explicit
aid implicit knowledge in grammaticality judgments. To this end, 60
students of Tehran International School (30 NSs and 30 NNSs) were
selected as the participants. A general proficiency test was used to
measure their general language ability. Also, a Grammaticality
Judgment Test (GIT) was developed to examine the participants’ ability
to (i) identify and correct the errors, (ii) verbalize the violated
grammatical rules, and to assess (iii) the 'feel' or 'rule' pattern of their
judgment. The results revealed that there was a fairly strong relationship
between both groups’ performance on the two measures, Subsequent
analyses of the response patterns on GJT indicated an intricate interplay
between explicit and implicit knowledge of the test-takers. It concludes
with some theoretical and pedagogical implications for SLA researchers
and L2 teachers.
خلاصه ماشینی:
It concludes with some theoretical and pedagogical implications for SLA researchers and L2 teachers, Key Words: Explicit/Implicit knowledge, Grammaticality Judgment Test, Language learning Introduction The research literature on cognition psychology and second language acquisition (SLA) has over the past decades witnessed much theoretical controversy or contradictory claims about the role of conscious and unconscious processes in the learning process and the relationship between explicit or metalinguistic knowledge and L2 acquisition and performance.
According to Hu (2002) and Ellis (2004, 2005), the first group of SLA theorists, apart from a 'peripheral and fragile' advantage of monitoring L2 production, see little benefit for explicitly 'learned' knowledge in L2 performance, theorizing that neither competence nor performance in a second language can be affected in any substantial way by grammar teaching and the so-called pseudo grip of metalinguistic awareness (Krashen, 1982, 1993, 1998; Paradis, 1994; Schwartz, 1986).
According to Ellis (2004), the research literature on psychology and SLA is replete with such terms referring to L2 explicit knowledge as language awareness, metalinguistic phenomenal awareness/ abilities/ performance, analyzed knowledge, conscious knowledge, declarative knowledge/rules/memory, learned knowledge, explicit knowledge, and, following Sharwood Smith (2002), metagrammar, all of which overlap in fundamental ways.
Therefore, the present study aims to explorre how explicit and implicit knowledge come into interplay in the performance of multinational ESL learners and native speakers of English in the same international educational context on both a Gil and a general language proficiency test and what judgment or response pattem(s) would emerge for the items of the GJT, partly following Green and Hetch's (1992) method of analysis.