Implicit/Explicit Knowledge and Its Contribution towards Tense Consistency Employment across EFL Learners' Proficiency Levels

Autor/inn/en	Asiyaban, Amir Reza; Yamini, Mortaza; Bagheri, Mohammad-Sadegh; Yarmohammadi, Lotfollah
Titel	Implicit/Explicit Knowledge and Its Contribution towards Tense Consistency Employment across EFL Learners' Proficiency Levels
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1727129 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asiyaban, Amir Reza) ORCID (Yamini, Mortaza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1727129
Schlagwörter	Morphemes; Language Proficiency; Foreign Countries; Second Language Learning; Second Language Instruction; Language Tests; English (Second Language); Task Analysis; Metalinguistics; Scores; Learning Processes; Student Placement; Grammar; Native Language; Indo European Languages; Iran + Suchen Sie Ihr Suchwort? Morphem; Language skill; Language skills; Sprachkompetenz; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Aufgabenanalyse; Metalanguage; Metasprache; Learning process; Lernprozess; Schülerpraktikum; Grammatik; Indoeuropäisch
Abstract	Taking into account the implicit/explicit knowledge of Tense Consistency (TC), this study aimed to investigate TC observance across Iranian EFL learners' proficiency specifically at elementary, intermediate and advanced levels. To achieve this, the Oxford Placement Test, Gap Filling Task and Spoken Performance Task were administered to 154 learners. The goals were to categorize the participants into three proficiency levels, assess their explicit TC knowledge, and to evaluate their implicit TC knowledge respectively. The results endorsed the linearity of the explicit utilization of TC across proficiency groups; however, the implicit use of TC was demonstrated to be nonlinear, with the elementary learners outperforming the intermediate ones. Accordingly, the researchers suggested the introduction of a new term "tick-shaped improvement". (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01