Exploring the Potential of Extramural English in the Development of Implicit, Automatized, and Explicit Knowledge of Grammar

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2025-10-08 DOI:10.1111/lang.70008

Alexandra Schurz

引用次数: 0

Abstract

A key debate in second language acquisition research revolves around the relative significance of explicit and implicit learning conditions in grammar learning. However, little is known about the potential of learners’ extramural (i.e., out‐of‐class) language use in fostering implicit and/or automatized knowledge as compared to explicit knowledge. Therefore, the present study investigated the effect of extramural English (EE) on implicit, automatized, and explicit knowledge among 13‐ to 14‐year‐old learners in Austria and Sweden (N = 213). According to the results generated by linear mixed models, EE use can predict implicit and/or automatized knowledge. The strength of this relationship seems to be influenced by the extent, starting age, and nature of EE use, with productive but also multimodal and highly interest‐driven activities showing the greatest effect. Explicit knowledge, however, was not affected by EE use. Overall, learner reports on the role of EE and instruction in grammar learning support the findings.

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探索校外英语在发展隐性、自动化和显性语法知识方面的潜力

外显和内隐学习条件在语法学习中的相对重要性是二语习得研究中的一个关键争论。然而，与外显知识相比，学习者的课外（即课外）语言使用在培养隐性和/或自动化知识方面的潜力知之甚少。因此，本研究调查了奥地利和瑞典13 - 14岁学生（N = 213）的校外英语（EE）对内隐、自动化和外显知识的影响。根据线性混合模型产生的结果，EE的使用可以预测隐含的和/或自动化的知识。这种关系的强度似乎受到情感表达使用的程度、起始年龄和性质的影响，其中生产性、多模式和高度兴趣驱动的活动显示出最大的影响。然而，显性知识不受情感表达使用的影响。总体而言，学习者关于语法表达和教学在语法学习中的作用的报告支持了研究结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.