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Explicit and Implic...
Explicit and Implicit Knowledge of Article Semantics in Belarusian Learners of English: Implications for Teaching
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- Agebjörn, Anders (författare)
- Gothenburg University,Göteborgs universitet,Lund University,Lunds universitet,Svenska som främmande språk,Avdelningen för svenska som andraspråk och svenska som främmande språk,Sektion 1,Språk- och litteraturcentrum,Institutioner,Humanistiska och teologiska fakulteterna,Swedish as a Foreign Language,Division of Swedish as a Second Language and Swedish as a Foreign Language,Section 1,Centre for Languages and Literature,Departments,Joint Faculties of Humanities and Theology,Institutionen för svenska språket,Department of Swedish,University of Gothenburg
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Trotzke, Andreas (redaktör/utgivare)
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Kupisch, Tanja (redaktör/utgivare)
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(creator_code:org_t)
- 2020-06-11
- 2020
- Engelska.
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Ingår i: Formal Linguistics and Language Education : New Empirical Perspectives - New Empirical Perspectives. - Cham : Springer International Publishing. - 1572-0292 .- 2215-1656. - 9783030392574 - 9783030392567 ; 43, s. 179-201
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Abstract
Ämnesord
Stäng
- The study investigates explicit and implicit knowledge of article semantics in 26 second language learners of English. Their first languages, Russian and Belarusian, lack articles. The research question is whether explicit knowledge, operationalised as an ability to explain what principle governs the choice between the definite and the indefinite article in a multiple-choice test, is associated with target-like use of articles in an oral, communicative task, assumed to tap mainly into implicit knowledge. No correlation between explicit and implicit knowledge, as measured with the two tasks, was found, suggesting that explicit knowledge is not necessary to acquire article semantics in this group of learners. The result is discussed within a modular, cognitive framework, and implications for teaching are considered.
- The study investigates explicit and implicit knowledge of article semantics in 26 second language learners of English. Their first languages, Russian and Belarusian, lack articles. The research question is whether explicit knowledge, operationalised as an ability to explain what principle governs the choice between the definite and the indefinite article in a multiple-choice test, is associated with target-like use of articles in an oral, communicative task, assumed to tap mainly into implicit knowledge. No correlation between explicit and implicit knowledge, as measured with the two tasks, was found, suggesting that explicit knowledge is not necessary to acquire article semantics in this group of learners. The result is discussed within a modular, cognitive framework, and implications for teaching are considered.
Ämnesord
- HUMANIORA -- Språk och litteratur -- Jämförande språkvetenskap och allmän lingvistik (hsv//swe)
- HUMANITIES -- Languages and Literature -- General Language Studies and Linguistics (hsv//eng)
- HUMANIORA -- Språk och litteratur -- Studier av enskilda språk (hsv//swe)
- HUMANITIES -- Languages and Literature -- Specific Languages (hsv//eng)
Nyckelord
- Explicit knowledge
- Implicit knowledge
- Articles
- Definiteness
- Second language acquisition
- Russian
- English
- Language teaching
- Belarusian
- Explicit knowledge Implicit knowledge Articles Definiteness Second language acquisition Russian English Language teaching Belarusian
Publikations- och innehållstyp
- kap (ämneskategori)
- vet (ämneskategori)
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