Abstract
AbstractThis study addresses the role of domain-general mechanisms in second-language learning and knowledge using an individual differences approach. We examine the predictive validity of implicit-statistical learning aptitude for implicit second-language knowledge. Participants (n = 131) completed a battery of four aptitude measures and nine grammar tests. Structural equation modeling revealed that only the alternating serial reaction time task (a measure of implicit-statistical learning aptitude) significantly predicted learners’ performance on timed, accuracy-based language tests, but not their performance on reaction-time measures. These results inform ongoing debates about the nature of implicit knowledge in SLA: they lend support to the validity of timed, accuracy-based language tests as measures of implicit knowledge. Auditory and visual statistical learning were correlated with medium strength, while the remaining implicit-statistical learning aptitude measures were not correlated, highlighting the multicomponential nature of implicit-statistical learning aptitude and the corresponding need for a multitest approach to assess its different facets.
Highlights
Understanding the relationship between implicit learning and knowledge is fundamental to second language acquisition (SLA) theory and pedagogy
Reliabilities of the individual differences measures ranged from satisfactory to high and were generally on a par with those reported in previous studies: alternating serial reaction time (ASRT) intraclass correlation coefficient (ICC) = .96 and ASRT ICC = .99 (Buffington & Morgan-Short, 2018), visual statistical learning (VSL) α = .75 and VSL α = .88 (Siegelman et al, 2017b), auditory statistical learning (ASL) α = .68 and ASL α = .73 (Siegelman et al, 2018, Experiment 1b), and Tower of London (TOL) ICC = .78 and TOL split-half reliability = .59 (Buffington & MorganShort, 2018)
Correlations of the ASRT and TOL with other tasks are low (À.146 ≤ rs ≤ .054). These results suggest that ASL and VSL may tap into a common underlying ability, statistical learning, whereas performance on other measures of implicit-statistical learning aptitude was essentially unrelated
Summary
Understanding the relationship between implicit (unconscious) learning and knowledge is fundamental to second language acquisition (SLA) theory and pedagogy. Results have shown that explicit aptitude predicts the knowledge that results from explicit instruction (Li, 2015, 2016; Skehan, 2015); evidence for the effects of implicit-statistical learning aptitude on implicit knowledge has been limited in the field of SLA (compare Granena, 2013; Suzuki & DeKeyser, 2017). In this project, we address two questions related to implicit-statistical learning aptitude and second language (L2) knowledge: (1) whether implicit-statistical learning aptitude is a componential mechanism (convergent validity) and (2) the extent to which different types of implicit-statistical learning tasks predict implicit knowledge (predictive validity). We are able to examine how implicit-statistical learning aptitude predicts the development of implicit L2 knowledge
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
