DIFFERENTIAL ACCESSIBILITY OF IMPLICIT AND EXPLICIT GRAMMATICAL KNOWLEDGE TO EFL LEARNERS' LANGUAGE PROFICIENCY

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MIRZAEI AZIZULLAH; RAHIMI DOMAKANI MASOUD; SHAKERIAN ZARI

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Journal: IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL) Year:2011 | Volume:14 | Issue:2 Page(s): 111-143

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Title

DIFFERENTIAL ACCESSIBILITY OF IMPLICIT AND EXPLICIT GRAMMATICAL KNOWLEDGE TO EFL LEARNERS' LANGUAGE PROFICIENCY

Author(s)

MIRZAEI AZIZULLAH | RAHIMI DOMAKANI MASOUD | SHAKERIAN ZARI | Issue Writer Certificate

Keywords

IMPLICIT/EXPLICIT GRAMMATICAL KNOWLEDGEQ2

GENERAL LANGUAGE PROFICIENCYQ2

DIFFERENTIAL ACCESSIBILITYQ2

Abstract

Considering the future of the application of a dual explicit-implicit learning system to the L2 theory and research, Ellis (2006) argues that further investigation of the distinction is useful for modeling, understanding, and measuring second language proficiency. This study explored the DIFFERENTIAL ACCESSIBILITY of EFL learners' explicit and implicit grammatical knowledge to their language proficiency. The participants were 160 EFL graduate and undergraduate students at Shahrekord University (Iran). A test battery including a timed grammaticality judgment test (GJT), an untimed GJT, and a TOEFL was used to gather the data. A set of correlation coefficients was computed to explore the contributions of implicit and explicit grammatical knowledge to the TOEFL and its sub-components. The results showed that there was no statistically significant correlation between the EFL learners' implicit grammatical knowledge and their TOEFL (sub-components) scores, but there was a strong relationship between the EFL learners' explicit grammatical knowledge and their general proficiency. A medium relationship also existed between the explicit knowledge and the TOEFL sub-components. Then, a Standard Multiple Regression demonstrated that explicit knowledge better predicted the EFL learners' general L2 proficiency. The results suggest that learning explicit grammatical knowledge is necessary in EFL contexts and needs much more consideration when the primary focus is on the cognitive academic language proficiency or skills.

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APA: Copy

MIRZAEI, AZIZULLAH, RAHIMI DOMAKANI, MASOUD, & SHAKERIAN, ZARI. (2011). DIFFERENTIAL ACCESSIBILITY OF IMPLICIT AND EXPLICIT GRAMMATICAL KNOWLEDGE TO EFL LEARNERS' LANGUAGE PROFICIENCY. IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL), 14(2), 111-143. SID. https://sid.ir/paper/55244/en

Vancouver: Copy

MIRZAEI AZIZULLAH, RAHIMI DOMAKANI MASOUD, SHAKERIAN ZARI. DIFFERENTIAL ACCESSIBILITY OF IMPLICIT AND EXPLICIT GRAMMATICAL KNOWLEDGE TO EFL LEARNERS' LANGUAGE PROFICIENCY. IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL)[Internet]. 2011;14(2):111-143. Available from: https://sid.ir/paper/55244/en

IEEE: Copy

AZIZULLAH MIRZAEI, MASOUD RAHIMI DOMAKANI, and ZARI SHAKERIAN, “DIFFERENTIAL ACCESSIBILITY OF IMPLICIT AND EXPLICIT GRAMMATICAL KNOWLEDGE TO EFL LEARNERS' LANGUAGE PROFICIENCY,” IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL), vol. 14, no. 2, pp. 111–143, 2011, [Online]. Available: https://sid.ir/paper/55244/en

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