Knowledge sources in L2 learning

dc.creator	Diana Ayliff
dc.date	2011-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:16:16Z
dc.date.available	2015-07-20T22:16:16Z
dc.identifier	10.5785/22-2-66
dc.identifier	0259-2312
dc.identifier	2224-0012
dc.identifier	https://doaj.org/article/c7247710b8ba43609792f99b84c941fb
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18359
dc.description	<p><em>Should one bother to teach grammar to second language (L2) learners of English? </em><em> The purpose of this article is to examine the hypothesis that there is an interface between explicit and implicit knowledge sources. Three groups of learners at the Nelson Mandela Metropolitan University were asked to articulate, first without a prompt and then with a prompt, the grammatical rules they were applying to correct common errors. The test results suggest that there is a high correlation between what they seemingly know implicitly and the hidden, possibly previously explicit knowledge source on which they are drawing. The article concludes by discussing some of the theoretical implications of the research.</em></p>
dc.language	English
dc.publisher	Stellenbosch University
dc.relation	http://perlinguam.journals.ac.za/pub/article/view/66
dc.relation	https://doaj.org/toc/0259-2312
dc.relation	https://doaj.org/toc/2224-0012
dc.source	Per Linguam : A Journal of Language Learning, Vol 22, Iss 2 (2011)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Knowledge sources in L2 learning
dc.type	article