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Number and Mean Age of Participants per Group.
Source publication
The possible transformation of the explicit knowledge developed during classroom learning of a second language into implicit knowledge of that language remains an open issue. In this study, we investigated the relationship between the explicit and implicit processing of morphosyntactic violations of English as an L2. ERP responses were obtained fro...
Context in source publication
Context 1
... were Master's students and many of them were preparing for teaching certifications (CAPES). Mean ages for each group are reported in Table 1. The two groups of learners differed on a number of points, the first one being their proficiency, evaluated according to the CEFR (Common European Framework of Reference for Languages): participants in the Intermediate group had a B1 to B2 level ("independent user") whereas participants in the Advanced group had a C1 to C2 level ("proficient user"). ...
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While the processing mechanisms of novel and conventional metaphors were widely investigated in previous monolingual studies, little attention has been devoted to how metaphoric utterances are processed by the bilingual brain as well as how scientific context might modulate such processes. Using event-related potentials (ERPs), this paper investiga...
Citations
... In a different cross-sectional study that also targeted the interface, Pélissier et al. (2017) examined the relationship between online and offline processing of subject-verb agreement in L2 English by adult native speakers of French. Online and offline processing were measured by ERPs and an auditory grammaticality judgment task, respectively. ...
... However, those studies also raised important methodological issues related to the extent to which awareness may influence how online tasks are performed (i.e., to what extent performing them can be driven by explicit processes). Finally, the studies by Suzuki and DeKeyser (2017) and Pélissier et al. (2017) found that (automatized) explicit knowledge is positively related to implicit (or native-like) L2 knowledge; however, the precise nature of the link (i.e., whether it goes beyond indirect influences) is not evident from the data, as the designs did not allow for controlling for the frequency of L2 input. ...
The interface issue concerning the nature of interactions between explicit and implicit linguistic knowledge in second language acquisition (SLA) has been a focus of widespread academic interest for almost four decades. However, despite intense debate at the theoretical level and emerging methodologically rigorous studies related to the topic, the issue remains unresolved. With this overview paper, we hope to offer a contribution to the pending theoretical and methodological topics related to the interface in acquiring L2 syntax. First, the paper discusses the definitions and operationalization criteria of implicit and explicit knowledge, as well as their interface. Then, we review the methods and findings of representative studies on domain-general learning and second language acquisition that have explored the interactions between implicit and explicit learning systems. Specifically, we identify the types of interactions that are tenable according to the literature in cognitive psychology and seek evidence for those interactions in the results of published state-of-the-art research. Finally, we compile methodological recommendations for further SLA studies exploring the interface. Following other scholars, throughout the discussion, we argue that bringing the field closer to resolving the interface issue requires an interdisciplinary approach that combines insights and methods from linguistic, psychological and neurocognitive research traditions.
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