Zer dakite DBHko ikasleek gramatikaz? Subjektua eta Nor/Nork eztabaidan. Kasu azterketa
This paper describes a case study carried out in a Model D (Basque immersion) secondary classroom where students are working on a teaching sequence about grammar. The article explores the way in which the students reflect on the use of the grammatical subject in Basque. Evidence from their written responses and discourse reveals the different routes they try and the difficulties they encounter during this reflection. Amongst the most relevant findings is the students’ need to know certain grammatical terminology in order to carry out this meta-linguistic reflection. Thus the study calls into question the relevance of the terminology used nowadays in teaching certain grammatical functions in Basque (nor/nork).
Implicit and explicit learning of languages
Implicit and explicit language learning - an overview the unruly world of language the input hypothesis and its rivals a theory of instructed second language acquisition implicit learning and the acquisition of natural languages implicit and explicit learning of complex tasks implicit learning and the cognitive unconscious - of artificial grammars and SLA vocabulary acquisition - the implicit ins and outs of explicit cognitive mediation second language vocabulary learning - the role of implicit processes animal learning and the implicit/explicit distinction - or why what we think of as explicit for us can be implicit for them differences between animal and human learning - implicit and explicit processes language learner and learning strategies neurolinguistic aspects of implicit and explicit memory - implications for bilingualism and SLA connectionism and second language acquisition universal grammar and L1 acquisition the metaphor of access to universal grammar in L2 learning universal grammar and language learnability the lure and language of implicit memory - a developmental perspective representation and ways of knowing - three issues in second language acquisition.
Individual Differences and the Fundamental Similarity of Implicit and Explicit Adult Second Language Learning
This study examines evidence for the claims of Krashen (1981, 1985) and Reber (1989, 1993; Reber, Walkenfield & Hernstadt, 1991) that unconscious learning under Implicit and Incidental conditions is insensitive to measures of individual differences in cognitive abilities, in contrast to learning under conscious Rule-search and Instructed conditions. I assessed individual differences between 104 learners of English as a second language using two subtests of the Modern Language Aptitude Test (Carroll & Sapon, 1959). Following the participants' exposure to sentences illustrating easy and hard second language rules during training, I assessed their learning through a grammaticality judgment test. I assessed rule awareness on the basis of responses to a debriefing questionnaire which asked if learners had noticed rules, were looking for rules, and could verbalize the rules. Only in the Incidental condition was the extent of learning and awareness unrelated to individual differences in aptitude. Awareness at the level of Noticing did not accompany superior learning in any condition, but at the level of Looking for Rules, awareness accompanied superior learning for Implicit learners. At the level of Ability to Verbalize, awareness accompanied superior learning for both Implicit and Rule-search learners.