Literaturnachweis - Detailanzeige
| Autor/inn/en | Godfroid, Aline; Kim, Kathy MinHye |
|---|---|
| Titel | The Contributions of Implicit-Statistical Learning Aptitude to Implicit Second-Language Knowledge |
| Quelle | In: Studies in Second Language Acquisition, 43 (2021) 3, S.606-634 (29 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Godfroid, Aline) ORCID (Kim, Kathy MinHye) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0272-2631 |
| DOI | 10.1017/S0272263121000085 |
| Schlagwörter | Second Language Learning; Language Aptitude; Academic Aptitude; Individual Differences; Predictive Validity; Aptitude Tests; Language Tests; Grammar; Reaction Time; Incidental Learning; Accuracy |
| Abstract | This study addresses the role of domain-general mechanisms in second-language learning and knowledge using an individual differences approach. We examine the predictive validity of implicit-statistical learning aptitude for implicit second-language knowledge. Participants (n = 131) completed a battery of four aptitude measures and nine grammar tests. Structural equation modeling revealed that only the alternating serial reaction time task (a measure of implicit-statistical learning aptitude) significantly predicted learners' performance on timed, accuracy-based language tests, but not their performance on reaction-time measures. These results inform ongoing debates about the nature of implicit knowledge in SLA: they lend support to the validity of timed, accuracy-based language tests as measures of implicit knowledge. Auditory and visual statistical learning were correlated with medium strength, while the remaining implicit-statistical learning aptitude measures were not correlated, highlighting the multicomponential nature of implicit-statistical learning aptitude and the corresponding need for a multitest approach to assess its different facets. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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