Implicit Aptitude in SLA, in Contrast to Explicit Aptitude

Autor/in	Park, Sue Min
Titel	Implicit Aptitude in SLA, in Contrast to Explicit Aptitude
Quelle	In: Studies in Applied Linguistics & TESOL, 20 (2020) 2, S.29-31 (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2576-2907
Schlagwörter	Language Tests; Aptitude Tests; Language Aptitude; Second Language Learning; Second Language Instruction; Phonemics; Cognitive Ability; Language Processing; Instructional Materials; Associative Learning; Memory; Grammar; Linguistic Theory; Psycholinguistics; Modern Language Aptitude Test + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Aptitude test; Eignungsprüfung; Eignungstest; Sprachbegabung; Spracheignung; Zweitsprachenerwerb; Fremdsprachenunterricht; Fonemsystem; Denkfähigkeit; Sprachverarbeitung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Gedächtnis; Grammatik; Linguistische Theorie; Psycholinguistik
Abstract	Early conceptions of aptitude were concerned with explicit learning abilities in formal learning settings, which according to MLAT (Modern Language Aptitude Test) were measurable based on a phonemic coding ability, an inductive learning ability, an associative memory, and a grammatical sensitivity (Carroll, 1962). However, recent understanding on aptitude has expanded Carroll's (1962) propositions by exploring the manifestations of aptitude's roles beyond conscious learning (Li, 2020). In other words, while aptitude has largely been conceived as explicit learning abilities in instructional settings, current research is shedding light on implicit aptitude and cognitive abilities that are activated during the unconscious processing of learning materials (i.e., in naturalistic learning settings). Clearly, there is a need for implicit learning to be investigated in light of implicit aptitude, instead of merely focusing on the explicit learning process and its outcome. (As Provided).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcsalt@tc.columbia.edu; Web site: https://tesolal.columbia.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01