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

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. Open Practices This article has been awarded an Open Materials badge. All original materials are publicly accessible in the IRIS digital repository at http://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

The Roles of Recasts, Task Complexity, and Aptitude in Child Second Language Development

“…Thus, high grammatical inferencing ability might not have played a crucial role in figuring out the linguistic pattern in the present study. As Saito (, p. 670) argued, analytic ability might be more instrumental in facilitating “more diverse, sophisticated, and complex lexicogrammar usage.” In line with this reasoning, Suzuki and DeKeyser () found that LLAMA F was a significant predictor of developing automatized explicit knowledge of complex Japanese constructions. Another possible reason for the lack of relationship between LLAMA F and learners’ gains might be associated with the nature of the recasts provided.…”

Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis

“…A growing number of scholars have also explored how to measure L2 learners’ noticing, understanding, and integrating metalinguistic information about the articulatory and auditory aspects of L2 sounds (for the roles and measurements of awareness in L2 speech learning, see Saito, ; Venkatagiri & Levis, ). At the same time, such awareness need not be a necessary condition for all types of successful L2 pronunciation learning because some learning could take place in naturalistic environments without any awareness (e.g., Suzuki & DeKeyser, ).…”

“…Focusing on naturalistic, advanced‐level L2 learners (rather than beginner–intermediate L2 learners in classroom settings), the existing research on automatized versus implicit knowledge has provided much information, especially to theory building, on the underlying mechanisms of human language acquisition (e.g., clarifying the roles of explicit vs. implicit cognition). In these studies, the type of task modality that can be sensitive enough to capture the theoretically vital distinction between automatized and implicit knowledge has remained controversial (see Plonsky et al., ; Suzuki & DeKeyser, ; Vafaee, Suzuki, & Kachisnke, ).…”

“…At the same time, we also call for more research that will further theorize, disentangle, test, and elaborate on (a) what comprises explicit and implicit phonetic knowledge, especially beyond classroom L2 pronunciation learning, and (b) what kinds of outcome measures can tap into learners’ proceduralization and automatization of L2 pronunciation with varying degrees of awareness. Such future research will eventually help scholars understand the complex mechanisms underlying advanced L2 learners’ long‐term pronunciation attainment, nativelikeness, and individual differences, especially in naturalistic settings (Suzuki & DeKeyser, ).…”

Early Language Environments Predict Aspects of Explicit Language Awareness Development

“…Knowledge is frequently divided into implicit and explicit knowledge types (for a review on implicit and explicit knowledge as they relate to language, see Ellis, , and Suzuki & DeKeyser, ). Implicit knowledge is typically demonstrated when prior experiences facilitate how an individual performs on a task, presumably without conscious recollection of those prior experiences (e.g., Schacter, ).…”