Explicit and Implicit Knowledge of Article Semantics in Belarusian Learners of English: Implications for Teaching
(2020) 43. p.179-201- Abstract
- 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... (More)
- 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. (Less)
- Abstract (Swedish)
- 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... (More)
- 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. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/0932612f-4d0b-43e7-8ed5-0659a3cfed77
- author
- Agebjörn, Anders LU
- organization
- publishing date
- 2020
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- Explicit knowledge, Implicit knowledge, Articles, Definiteness, Second language acquisition, Russian, English, Language teaching, Belarusian
- host publication
- Formal Linguistics and Language Education : New Empirical Perspectives - New Empirical Perspectives
- editor
- Trotzke, Andreas and Kupisch, Tanja
- volume
- 43
- pages
- 179 - 201
- publisher
- Springer
- external identifiers
-
- scopus:85091166682
- ISBN
- 978-3-030-39256-7
- 978-3-030-39257-4
- DOI
- 10.1007/978-3-030-39257-4_10
- language
- English
- LU publication?
- yes
- id
- 0932612f-4d0b-43e7-8ed5-0659a3cfed77
- date added to LUP
- 2020-10-06 15:48:10
- date last changed
- 2024-07-10 22:47:33
@inbook{0932612f-4d0b-43e7-8ed5-0659a3cfed77,
abstract = {{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.}},
author = {{Agebjörn, Anders}},
booktitle = {{Formal Linguistics and Language Education : New Empirical Perspectives}},
editor = {{Trotzke, Andreas and Kupisch, Tanja}},
isbn = {{978-3-030-39256-7}},
keywords = {{Explicit knowledge; Implicit knowledge; Articles; Definiteness; Second language acquisition; Russian; English; Language teaching; Belarusian}},
language = {{eng}},
pages = {{179--201}},
publisher = {{Springer}},
title = {{Explicit and Implicit Knowledge of Article Semantics in Belarusian Learners of English: Implications for Teaching}},
url = {{http://dx.doi.org/10.1007/978-3-030-39257-4_10}},
doi = {{10.1007/978-3-030-39257-4_10}},
volume = {{43}},
year = {{2020}},
}