The Definition and Measurement of L2 Explicit Knowledge

Autor/in	Ellis, Rod
Titel	The Definition and Measurement of L2 Explicit Knowledge
Quelle	In: Language Learning, 54 (2004) 2, S.227-275 (49 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.1467-9922.2004.00255.x
Schlagwörter	Second Language Learning; Language Aptitude; Grammar; Measures (Individuals); Language Proficiency; Knowledge Level; Metalinguistics; Language Research + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Sprachbegabung; Spracheignung; Grammatik; Messdaten; Language skill; Language skills; Sprachkompetenz; Wissensbasis; Metalanguage; Metasprache; Sprachforschung
Abstract	A number of theories of second language L2 acquisition acknowledge a role for explicit L2 knowledge. However, the testing of these theories remains problematic because of the lack of a widely accepted means for measuring L2 explicit knowledge. This article seeks to address this lacuna by examining L2 explicit knowledge from two perspectives. First, it considers explicit knowledge as a construct. How can explicit knowledge be defined How does it differ from other constructs such as L2 proficiency and language aptitude. Second, the article considers how L2 explicit knowledge can be measured. It critically reviews some of the ways in which explicit knowledge has been operationalized in second language acquisition research and discusses some of the instruments that have been used to measure L2 explicit knowledge. It concludes with some guidelines for investigating explicit knowledge as analyzed knowledge and as metalanguage. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10