Abstract
The present study administered six test instruments to 13- to 14-year-old learners of English in Austria and Sweden (N = 213), countries offering settings with more explicit and implicit learning environments, respectively. Confirmatory Factor Analyses for Austria yielded a factor comprising timed grammaticality judgment tests, an oral narrative test, and elicited imitation, labelled in this study Automatized and/or Implicit Knowledge, and a factor including an untimed grammaticality judgment test and a metalinguistic knowledge test, named in this study Explicit Knowledge. In the Swedish context, goodness-of-fit indices provided some evidence that a single-factor model shows a better fit, although a comparison of this model with two-factor models did not reach statistical significance. The findings point to the potential importance of considering the specificities of a learning environment in interpreting learner achievement on measures of the implicit versus explicit knowledge spectrum.
Originalsprache | Englisch |
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Seiten (von - bis) | 506-541 |
Seitenumfang | 36 |
Fachzeitschrift | Language Learning |
Jahrgang | 74 |
Ausgabenummer | 2 |
DOIs | |
Publikationsstatus | Veröffentlicht - Juni 2024 |
ÖFOS 2012
- 602008 Anglistik