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Explicit vs. implicit learning: The ...

Moroishi, Mariko.

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Explicit vs. implicit learning: The case of acquisition of the Japanese conjectural auxiliaries.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Explicit vs. implicit learning: The case of acquisition of the Japanese conjectural auxiliaries./
作者:	Moroishi, Mariko.
面頁冊數:	395 p.
附註:	Mentor: Catherine Doughty.
Contained By:	Dissertation Abstracts International60-04A.
標題:	Language, Modern. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9924387
ISBN:	9780599251670

Explicit vs. implicit learning: The case of acquisition of the Japanese conjectural auxiliaries.
Moroishi, Mariko.

Explicit vs. implicit learning: The case of acquisition of the Japanese conjectural auxiliaries. - 395 p.

Mentor: Catherine Doughty.

Thesis (Ph.D.)--Georgetown University, 1998.

This study examines the impact of explicit vs. implicit instructional treatments on the acquisition of a complex aspect of Japanese grammar. Current second language acquisition research has investigated the relationship between rule complexity and explicit and implicit knowledge in order to determine what kind of grammatical rules are more amenable to explicit learning and which require implicit learning. The studies report beneficial effects of an explicit learning condition on acquiring simple grammar rules, but the hypothesis that complex rules are mastered better in an implicit learning condition is still without support.

ISBN: 9780599251670Subjects--Topical Terms:

1018098
Language, Modern.

Explicit vs. implicit learning: The case of acquisition of the Japanese conjectural auxiliaries.
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100 1 $a Moroishi, Mariko. $3 1294297
245 1 0 $a Explicit vs. implicit learning: The case of acquisition of the Japanese conjectural auxiliaries.
300 $a 395 p.
500 $a Mentor: Catherine Doughty.
500 $a Source: Dissertation Abstracts International, Volume: 60-04, Section: A, page: 1106.
502 $a Thesis (Ph.D.)--Georgetown University, 1998.
520 $a This study examines the impact of explicit vs. implicit instructional treatments on the acquisition of a complex aspect of Japanese grammar. Current second language acquisition research has investigated the relationship between rule complexity and explicit and implicit knowledge in order to determine what kind of grammatical rules are more amenable to explicit learning and which require implicit learning. The studies report beneficial effects of an explicit learning condition on acquiring simple grammar rules, but the hypothesis that complex rules are mastered better in an implicit learning condition is still without support.
520 $a This study compares two types of instructional treatments: explicit instruction on grammar rules followed by presentation of examples (termed "explicit instructional treatment") and direct exposure to example sentences with target structures underlined, without explanation of grammar rules (termed "implicit instructional treatment"). Forty-two Japanese language students at an American university were randomly assigned to three groups (explicit, implicit, and control) for learning the distinctive usage of four types of Japanese conjectural auxiliaries, "yoo da," "soo da," "rashii" and "daroo" (English equivalents are "look like," "probably," or "seem"). The four conjectural auxiliaries are categorized as complex lexical rules because the distinction in their usage depends heavily on abstract characteristics of context, the degree of certainty of conjectures, and on the kind of information source upon which their conjecture relies.
520 $a The subjects' progress in the use of the conjectural auxiliaries was measured using a pretest and two posttests, each consisting of five elicitation tasks. Results of the immediate posttest indicate that both the explicit and the implicit instructional treatment groups significantly improved after the instruction, but the gain scores of the explicit treatment group were twice those of the implicit group on all the five tasks. Results of the delayed posttest indicate that the explicit instructional treatment group retained their knowledge on the target forms over the nine week period after instruction on all the five task, while the implicit instructional treatment group did so on four tasks.
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791 $a Ph.D.
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