Measuring implicit and explicit linguistic knowledge: What can heritage language learners contribute?

Research output: Contribution to journalArticlepeer-review

Abstract

Although claims about explicit and implicit language knowledge are central to many debates in SLA, little research has been dedicated to measuring the two knowledge types (R. Ellis, 2004, 2005). The purpose of this study was to validate the use of the battery of tests reported in Ellis to measure implicit and explicit language knowledge. Whereas Ellis (2005) tested only second-language (L2) learners (of English), this study tested both L2 and heritage language (HL) learners (of Spanish). Results showed that test scores loaded on a two-factor model, as in Ellis (2005), thereby providing construct validity for the tests, on a population of HL learners who have little explicit knowledge by virtue of the environment in which they acquired Spanish.

Original languageEnglish (US)
Pages (from-to)247-271
Number of pages25
JournalStudies in Second Language Acquisition
Volume33
Issue number2
DOIs
StatePublished - Jun 1 2011

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

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