東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Child-adult differences in implicit ...

Lichtman, Karen Melissa.

FindBook

Google Book

Amazon

博客來

Child-adult differences in implicit and explicit second language learning.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Child-adult differences in implicit and explicit second language learning./
作者:	Lichtman, Karen Melissa.
面頁冊數:	220 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.
Contained By:	Dissertation Abstracts International75-01A(E).
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3600697
ISBN:	9781303509100

Child-adult differences in implicit and explicit second language learning.
Lichtman, Karen Melissa.

Child-adult differences in implicit and explicit second language learning. - 220 p.

Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2012.

Mainstream linguistics has long held that there is a fundamental difference between adult and child language learning (Bley-Vroman, 1990; Johnson & Newport, 1989; DeKeyser, 2000; Paradis, 2004). This difference is often framed as a change from implicit language learning in childhood to explicit language learning in adulthood, which is presumably caused by maturation. However, the position that children learn implicitly and adults learn explicitly relies on studies done only with adults (e.g. R. Ellis, 2005; Norris & Ortega, 2001; Spada & Tomita, 2010). No research to date has compared child second language (L2) learners on tasks tapping implicit vs. explicit knowledge separately. Moreover, the position that this change is caused by cognitive maturation ignores the fact that adult language learners typically receive more explicit instruction than child language learners (Nikolov, 2009). Based on literature to date, we do not know whether child L2 learners do, in fact, learn implicitly, and if so, whether they do so because they are children, or because they typically receive no explicit instruction.

ISBN: 9781303509100Subjects--Topical Terms:

1018079
Language, Linguistics.

Child-adult differences in implicit and explicit second language learning.
LDR:04173nam a2200337 4500 001 1962849
005 20140819100657.5
008 150210s2012 ||||||||||||||||| ||eng d
020 $a 9781303509100
035 $a (MiAaPQ)AAI3600697
035 $a AAI3600697
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lichtman, Karen Melissa. $3 2098973
245 1 0 $a Child-adult differences in implicit and explicit second language learning.
300 $a 220 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.
500 $a Adviser: Tania Ionin.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2012.
520 $a Mainstream linguistics has long held that there is a fundamental difference between adult and child language learning (Bley-Vroman, 1990; Johnson & Newport, 1989; DeKeyser, 2000; Paradis, 2004). This difference is often framed as a change from implicit language learning in childhood to explicit language learning in adulthood, which is presumably caused by maturation. However, the position that children learn implicitly and adults learn explicitly relies on studies done only with adults (e.g. R. Ellis, 2005; Norris & Ortega, 2001; Spada & Tomita, 2010). No research to date has compared child second language (L2) learners on tasks tapping implicit vs. explicit knowledge separately. Moreover, the position that this change is caused by cognitive maturation ignores the fact that adult language learners typically receive more explicit instruction than child language learners (Nikolov, 2009). Based on literature to date, we do not know whether child L2 learners do, in fact, learn implicitly, and if so, whether they do so because they are children, or because they typically receive no explicit instruction.
520 $a This dissertation comprises two empirical studies that tease apart the effects of age from the effects of instruction on implicit vs. explicit second language learning. The first study compares the performance of elementary and high school classroom learners of Spanish, who receive different types of instruction, on a story listening-and-rewriting task, which taps implicit knowledge, and a verb conjugation task, which taps explicit knowledge. The second study manipulates instruction, teaching child and adult participants an artificial mini-language under controlled implicit or explicit training conditions.
520 $a Major findings of Study 1 are that (1) child learners who also receive implicit instruction do favor implicit knowledge, (2) adolescent learners favor implicit knowledge if they receive implicit instruction, but explicit knowledge if they receive explicit instruction, and (3) a small amount of explicit instruction quickly changes patterns of performance. Study 2 finds that (1) both children and adults develop greater awareness of grammatical rules under explicit training conditions than implicit training conditions, (2) both children and adults produce an artificial mini-language more accurately when their attention is directed to form, and (3) adults, but not children, may "spontaneously" develop explicit knowledge even under implicit training conditions, but this may be related to their prior foreign language instruction.
520 $a Based on these findings, I argue that the change from implicit language learning in childhood to explicit language learning in adulthood is not caused by age alone. Instead, instruction has a significant influence on implicit vs. explicit learning, at any age. This contradicts the strong version of the critical period hypothesis for implicit learning (DeKeyser & Larson-Hall, 2005). Theoretically, these results support views of child and adult second language learning as qualitatively similar. Pedagogically, results suggest that child and adult L2 learners can take advantage of both implicit and explicit learning capacities.
590 $a School code: 0090.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, Foreign Language. $3 1064562
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Secondary. $3 539262
690 $a 0290
690 $a 0444
690 $a 0524
690 $a 0533
710 2 $a University of Illinois at Urbana-Champaign. $b Linguistics. $3 2098974
773 0 $t Dissertation Abstracts International $g 75-01A(E).
790 $a 0090
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3600697