Should We Listen or Read? Modality Effects in Implicit and Explicit Knowledge.

Autor/inn/en	Kim, Kathy Minhye; Godfroid, Aline
Titel	Should We Listen or Read? Modality Effects in Implicit and Explicit Knowledge.
Quelle	In: The modern language journal, 103 (2019) 3, S. 648-664Verfügbarkeit
Beigaben	Anmerkungen 1; Literaturangaben; Tabellen 8
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0026-7902
Schlagwörter	Empirische Forschung; Experiment; Hören; Deutsch als Fremdsprache; Grammatik; Lesen; Modalität
Abstract	The authors examined the role of modality in learning second language (L2) grammar and forming implicit (unconscious) and explicit (conscious) knowledge. To this end, they isolated the effects of the physical medium of input (i.e., aural or visual) from those of the presentation method (i.e., word-by-word or simultaneous). They also explored the role of test modality in L2 performance, by including L2 knowledge tests in both aural and visual modes. Native English speakers engaged in meaning-focused integrated practice of 3 German syntactic rules. In Experiment 1, learners were given aural or visual word-by-word (rapid serial visual presentation; RSVP) input and in Experiment 2, they were given aural or natural written input. The authors found evidence of learning across all 4 groups, but different types of resultant knowledge. In particular, learners gained explicit knowledge in all input modalities, yet only those trained with natural written input also developed robust implicit knowledge. It is concluded that the permanence of visual input may be a critical advantage for beginning learners to develop implicit knowledge of word order rules. Support in the form of written materials can ease the cognitive burden on beginning learners, with better outcomes as a result. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2