The Complex Relationship between Conscious/Unconscious Learning and Conscious/Unconscious Knowledge: The Mediating Effects of Salience in Form-Meaning Connections

Autor/inn/en	Fukuta, Junya; Yamashita, Junko
Titel	The Complex Relationship between Conscious/Unconscious Learning and Conscious/Unconscious Knowledge: The Mediating Effects of Salience in Form-Meaning Connections
Quelle	In: Second Language Research, 39 (2023) 2, S.425-446 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fukuta, Junya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/02676583211044950
Schlagwörter	Learning Processes; Grammar; Incidental Learning; Task Analysis; Decision Making; Knowledge Level; Psycholinguistics; Attribution Theory; Artificial Languages; Form Classes (Languages); Second Language Learning; Graduate Students; Undergraduate Students; English (Second Language); Second Language Instruction; Vocabulary; Foreign Countries; Japanese; Native Language; Scoring; Protocol Analysis + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Grammatik; Inzidentelles Lernen; Aufgabenanalyse; Decision-making; Entscheidungsfindung; Wissensbasis; Psycholinguistik; Analytischer Sprachbau; Zweitsprachenerwerb; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Wortschatz; Ausland; Japaner; Japanisch; Bewertung
Abstract	This study investigates how implicit and explicit learning and knowledge are associated, by focusing on the salience of target form--meaning connections. The participants were engaged in incidental learning of artificial determiner systems that included grammatical rules of [± plural] (a taught rule), [± actor] (a more salient hidden rule), and [± animate] (a less salient hidden rule). They completed immediate and delayed post-tests by means of a two-alternative forced-choice task with subjective judgments of source attributions. Awareness during the learning phase was identified through analysis of thinking aloud protocols. The results did not support a one-to-one relation between either explicit learning and conscious knowledge, or implicit learning and unconscious knowledge; rather, they indicated that implicit and explicit learning are intricately linked to conscious and unconscious knowledge mediated by the salience of form-meaning connections in target items. This result also suggests the possibility of the later emergence of knowledge without any conscious awareness of it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01