What Does Explicit Knowledge Look Like? An Analysis of Information Structure in Rule Formation by L2 Learners and Its Relationship With Guided Inductive Learning

Abstract

Research examining rule formation and second language (L2) explicit knowledge during guided inductive instruction has focused on co‐constructed metalanguage or depth of processing (DoP) using think‐aloud protocols, but without analyzing rule features. Studies have not focused on the architecture of the rules that L2 learners create individually. The present study provides a research design that elicits rules in purposeful tasks controlled for uniformity across multiple participants (N = 20), establishing a framework to analyze explicit knowledge according to information structure and its relationship with language processing. Qualitative analyses yielded 4 main findings: (a) L2 explicit knowledge is learnable from guided induction, (b) it can be analyzed for information structure, (c) more complete information structure reflects greater DoP, and (d) explicit knowledge varies in its written information structure based on rule completeness, linguistic features included, and the order in which linguistic features are mentioned.

A Comparative Analysis of Discourse Knowledge Structures in Different Disciplines of Education in Colleges and Universities in the Context of Informatization

“…The development of science and technology and the cultivation of innovative talents cannot be separated from the cross-fertilization of different disciplines, and the growth point of the cross of different disciplines is an important source for the generation of new disciplines [1][2]. Domestic colleges and universities have been actively exploring the problem of solving social problems and cultivating innovative talents through cross-disciplinary education, but the carriers and pathways of education of different disciplines following the logic of social needs are still inherent in the logic of disciplinary knowledge [3][4][5]. It is difficult to break through the management framework of traditional disciplines, still subject to the original disciplinary structure, the inherent tension between disciplines and the constraints of different disciplinary organization and management modes, and it is difficult to break the original balance in the distribution of disciplinary resources, and there is a lack of quality standards for cross-disciplinary education [6][7].…”