Variability in second language learning:the roles of individual differences, learning conditions, and linguistic complexity

Vatandaş olma ile ilgili kavramsal anlayış, bireylerin okulda doğrudan öğretim ve ders kitapları aracılığıyla edindiği açık bilgiler kadar, sosyo-kültürel ve siyasal ortamlarda edindiği örtük deneyimsel bilgiyi de içermektedir. Vatandaş olma ile ilgili edindiğimiz açık ve örtük kavramsal bilgi, vatandaş olarak sahip olduğumuz değerlerimizi, tutumlarımızı ve ortaya koyduğumuz davranışlarımızı da etkiler. Bu araştırmanın amacı, ortaokul yedinci sınıf öğrencilerinin vatandaş kavramına ilişkin örtük ve açık bilgilerini belirlemektir. Araştırma yakınsayan paralel karma yöntem kullanılarak gerçekleştirilmiştir. Vatandaş kavramı ile ilgili örtük bilgiyi belirlemek için seçilen 27 öğrenci, tipik durum örneklemesi ile açık bilgiyi belirlemek amacıyla seçilen 124 öğrenci ise basit seçkisiz örnekleme ile belirlenmiştir. Veriler, üç devlet okulunda öğrenim gören yedinci sınıf öğrencileri arasından gönüllü ve veli izni olan öğrencilerden toplanmıştır. Çalışmada örtük bilgi, repertuar ağı tekniği (RGT) ile elde edilmiştir. Açık bilgi, yedi açık uçlu sorudan oluşan bir test kullanılarak toplanmıştır. Örtük bilgi için elde edilen nitel veriler, içerik analizi ve İdiogrid 2.4 programı ile çözümlenmiştir. Öğrencilerin açık bilgi için testte verdikleri yanıtlar bütüncül rubrik ile puanlanmıştır. Verilerin analizinde frekans, yüzde, aritmetik ortalama, standart sapma, t–testi ve tek yönlü ANOVA kullanılmıştır. Araştırma sonucunda, öğrencilerin vatandaş kavramıyla ilgili örtük bilgilerine bakıldığında vatandaşı en fazla “İyi insan” olarak anlamlandırdıkları, buna karşılık en az “Hakları olan birey” olarak anlamlandırdıkları belirlenmiştir. "Bir vatandaş olarak ben" merkezi elementi ile "Nasıl bir vatandaş olmayı arzuluyorum?, “Çevremdeki diğer insanlara göre bir vatandaş olarak ben" ve "Nasıl bir vatandaş olmak zorundayım?" merkezi elementleri arasındaki farkı yansıtan öz değerlerine (Öklid katsayısı) göre öğrencilerin büyük çoğunluğunun vatandaş olma ile ilgili kendilerine ait öz değerlerinin yüksek olduğu saptanmıştır. Araştırmada öğrencilerin çoğunluğunun vatandaş kavramına ilişkin açık bilgilerinin "birinci düzeyde-yetersiz" olduğu, az sayıda öğrencinin "ikinci düzeyde-kısmen yeterli" olduğu; “üçüncü düzeyde-çoğunlukla yeterli” ve “dördüncü düzeyde-yeterli” puan alan öğrencinin olmadığı tespit edilmiştir. Öğrencilerin açık bilgi testinden elde ettikleri puanların ortalamaları arasında anne eğitim düzeyine, farklı kültürel özelliklere sahip arkadaşları olmasına ve evde konuşulan dillere göre anlamlı farklılık saptanırken, okulun bulunduğu yere, cinsiyete, baba eğitim düzeyine ve ana diline göre anlamlı farklılık tespit edilememiştir.

a In his TESOL Quarterly article (Vol. 27, No. 1, Spring 1993), Rod Ellis attempts to make a case for the role of a structural syllabus as a means to promote gradual mastery of implicit second language knowledge. Ellis proposes a two-dimensional model of skill learning which is similar to the analysis control model proposed by Bialystok (1982). However, the invocation of a distinction between implicit and explicit knowledge to replace one of Bialystok's constructs, the dimension of analysis, leads to confusion and theoretical incoherence because it is not clear how Ellis's definitions of implicit and explicit knowledge relate to similar distinctions in cognitive psychology and L2 research (e.g., Hulstijn, 1990; Logan, 1988; McLaughlin, 1987; Reber, 1989; Shiffrin & Schneider, 1977). No empirical evidence from this research is adduced to support assertions Ellis makes about implicit knowledge which are fundamental to his proposals for pedagogy. In particular, it is unclear how Ellis motivates claims about the nature of the interface between implicit and explicit knowledge, and the form of implicit knowledge. In his model of second language acquisition processes, Ellis replaces Bialystok's (1982) +/analyzed distinction with a distinction between two of knowledge, explicit and implicit. For Bialystok, this dimension represents a continuum of analysis, with early language being toward the unanalyzed end of the scale and analyzed language characterizing the later, more developed system. For Ellis this is a dichotomy between interfaced, but distinct implicit and explicit types of knowledge. Bialystok's dimension of control is referred to as the to procedural (Anderson, 1983) dimension by Ellis. Language development is characterized as the process whereby explicit declarative

Purpose Tacit and explicit knowledge sharing play crucial roles in today’s rapidly changing business environment, particularly in fostering innovation. However, uncovering tacit knowledge sharing remains complex. The purpose of this study is to analyze the mediating roles of tacit and explicit knowledge in the relationship between a knowledge-sharing culture and organizational creativity. Design/methodology/approach In this study, the authors developed an extended analytical process to analyze the impact of explicit and tacit knowledge on a knowledge-sharing culture and organizational creativity. This process combines two analytical techniques: necessary condition analysis (NCA) and partial least squares structural equation modeling (PLS-SEM). NCA identifies essential bottlenecks for a specific outcome, while PLS-SEM uncovers strong connections between predictor and outcome variables. The authors applied these analyses to a sample of 155 IT experts from a leading telecom company in the Turkish ICT industry to test the relevant hypotheses. Findings The findings of this study indicate that tacit knowledge, rather than explicit knowledge, partially mediates the relationship between a knowledge-sharing culture and organizational creativity. This mediating role of tacit knowledge is particularly pronounced in the ICT sector. Additionally, the impact of organizational capabilities on organizational creativity is amplified by higher levels of tacit knowledge sharing. Originality/value The effect of organizational capabilities on organizational creativity was found to increase because of tacit knowledge sharing compared to explicit knowledge sharing, depending on the knowledge-sharing climate.

MixEI: Mixing explicit and implicit commonsense knowledge in open-domain dialogue response generation

In recent years, insights from cognitive psychology on unconscious learning have been applied to second language acquisition (SLA) research, proposing that unconscious knowledge gradually becomes conscious through repetitive experience. This perspective offers a reinterpretation of the interface between implicit and explicit knowledge in SLA, contrasting with the traditional view that explicit knowledge gives rise to implicit knowledge. While the phenomenon of unconscious knowledge becoming conscious provides valuable insights into the dynamics of knowledge acquisition, it also suggests the need to reconceptualize the traditional notions of implicit and explicit knowledge. This article aims to propose a framework that integrates recent insights on unconscious learning with traditional claims in SLA. Specifically, we propose replacing the unidimensional linear continuum view – which positions implicit and explicit knowledge as two ends of a single axis and conceptualizes second language development as a back-and-forth transition between these poles – with a multilayered knowledge view: The Hierarchical-Layer Model of Conscious–Unconscious Knowledge (H-L Model). This alternative model serves as a working hypothesis to better capture the multilayered and differentiated nature of linguistic cognition.

Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index

Design education traditionally centers around the critique as a pivotal assessment process, fostering the development of both explicit and tacit knowledge within the physical studio environment. Ideally, the critique encourages students to develop their creativity, sharpen their thought processes and refine their technique. This study contributes to the ongoing discourse on technology-enhanced teaching in practice-based design studios by examining the effectiveness of online peer critique as a strategy to capture tacit knowledge and make it explicit in the design learning environment. Drawing on the experiences of 90 undergraduate visual communication design students, findings show the critique process was a collaborative experience which afforded the fluid exchange of both tacit and explicit knowledge. Technology played a key role in this knowledge exchange, giving students a confidence in their creative abilities as observers and participants. The online process facilitated anonymity, enabling open and honest communication, while digital records supported post-critique reflection. Despite challenges, this systematic approach to online peer critique proves beneficial in fully online courses and warrants exploration in physical design studios given that more programs transitioning to blended learning. This research contributes to the discourse on leveraging technology for tacit knowledge construction and learning in design education.

Learning from public health emergencies has not always been possible due to suboptimal knowledge accrual from previous outbreaks. This study described the knowledge attributes of Health Management Information Systems (HMIS) that are currently used during health emergencies. It aims to inform the development of a "nuggets of knowledge" (NoK) platform to support agile decision-making and knowledge continuity following health emergencies. A search was conducted on the Web of Science and Google Scholar, with no date restriction for articles that conveniently selected 13 HMIS and their knowledge attributes. Proportions were used to summarize HMIS distribution by countries' World Bank income status. Thematic content analysis was used to describe knowledge attributes of HMIS based on the knowledge attributes of Holsapple et al. Seven of the 13 HMIS contained tacit knowledge; the 7 HMIS were predominantly used in higher-income settings and developed after explicit knowledge containing HMIS. More HMISs that contained tacit knowledge were currently usable, universal, programmable, user-friendly, and relied on informal information sources than HMIS that contained explicit knowledge HMIS. Tacit and explicit knowledge containing HMIS were equally practical, accessible, and domain-oriented. HMIS should continuously capture both tacit and explicit knowledge that is actionable and practical in HMIS, user-friendly, programmable, and accessible to persons in all geographical settings. HMIS that contain tacit knowledge have more favorable attributes than those that contain explicit knowledge, but they may not be available to all emergency responders globally, a distribution that may change as newer low-cost technologies become available. Future research should investigate the impact of the NoK platform on public health emergency management.

Focusing on two types of corrective feedback strategies in second language classrooms, namely recasts and prompts, the current paper claims that the comparative effectiveness of recasts and prompts is an area of great research value, for the following reasons: (1) theoretically, studies in this area can inform the issues such as the roles of input and output in second language learning and the cognitive roles of recasts and prompts in language learning; (2) pedagogically, research findings in this area may provide second language teachers with useful advice concerning their classroom error correction. Based on a critical review of existing research findings, two distinct research gaps are discussed: (1) the effect of recasts and prompts in promoting the learning of new linguistic features has rarely been explored and awaits future research attention; (2) the effect of recasts and prompts has rarely been examined from learners’ own perspectives and more studies in this direction are needed.

Previous research shows that due to non-facilitative first language (L1) transfer, second language (L2) speakers do not develop implicit knowledge of certain grammatical structures. Therefore, the present paper investigates whether L1-Sinhala–L2-English speakers could acquire implicit knowledge of English object pronouns. To achieve this goal, the paper compares data collected via an untimed grammaticality judgment task (untimed GJT) and an oral production task (OPT). The untimed GJT measured explicit knowledge, whereas implicit knowledge was measured by the OPT. The two tasks tested the knowledge of object pronouns by L2 English speakers. The object pronominalization differs in Sinhala and English. Object pronouns are expressed overtly in English. Sinhala has overt and null object pronouns. However, null object pronouns are ungrammatical in English. Under the facilitative transfer from Sinhala, L2 speakers would accept overt object pronouns (grammatical structure). On the other hand, under the non-facilitative transfer, they would accept null object pronouns (ungrammatical structure). A prediction was also made regarding the two tasks. If L2 English speakers had acquired explicit and implicit knowledge of object pronouns, they would be target-like on object pronouns in the two tasks. In the untimed GJT, the L2 speakers differentiated between grammatical and ungrammatical structures. However, they frequently used ungrammatical structures in the OPT. Therefore, the results suggest that implicit knowledge of object pronouns is still unavailable in Sinhala–English interlanguage.

The government continues to strive to improve the quality and welfare of teaching staff in higher education. Through Permendikbudristek Number 44 of 2024, the focus is given to more comprehensive regulations related to the profession, career, and income of lecturers. Current conditions According to the Scientific Journal Ranking (SJR), Indonesia is ranked 58th with an H-index of 259. In the Southeast Asia region, Indonesia is still below Singapore (H-index 646), Malaysia (H-index 373), Thailand (H-index 369), and the Philippines (H-index 274), which means that there must be an increase in the performance of lecturers in the tridharma of higher education. The purpose of this study is to create a model for optimizing tacit and explicit knowledge management moderated by a learning organization: a case study of improving the performance of lecturers in West Java. The research method used in this study uses descriptive analysis with quantitative methods. The object of the study is Lecturers at Private Universities in West Java, with the number of samples taken to represent the population of 372 samples with proportional random sampling techniques. Data analysis using structural equation modeling (SEM) data processing through Amos v.22 software. In general, the purpose of this study is to create a model for optimizing tacit and explicit knowledge management moderated by learning organization: a case study of improving the performance of lecturers in West Java. The results of the study show that tacit knowledge and explicit knowledge simultaneously have a positive and significant effect on the performance of lecturers; learning organizations positively strengthen the relationship between tacit knowledge and employee performance; learning organizations positively strengthen the relationship between tacit knowledge and lecturer performance

This paper examined the effects of the timing of explicit rule presentation on L2 syntax learning, specifically whether it is more effective to present rules explicitly before, in between, or after performance on a meaning-focused task. Adult learners were trained on an artificial language under the sequences of (i) Explicit (E)-Implicit (I), (ii) I-E-I, and (iii) I-E. After training, they were tested by means of grammaticality judgments and subjective measures of awareness. The results indicate that the E-I condition is more facilitative of L2 learning, as it results in better performance in applying the rules in new contexts. The awareness measures further suggest that the E-I group developed implicit and explicit knowledge more accurately than did the other groups. The experiment thus provides evidence that adult learners learn an L2 more effectively when they are instructed in the rules before receiving naturalistic L2 exposure.

DIALOGUE WITH BAKHTIN ON SECOND AND FOREIGN LANGUAGE LEARNING: NEW PERSPECTIVES.Joan Kelly Hall, Gergana Vitanova, and Ludmila Marchenkova (Eds.). Mahwah, NJ: Erlbaum, 2005. Pp. v + 241. $75.00 cloth. This book is the first to explore the relevance of the Russian theorist Mikhail Bakhtin's ideas for the field of SLA research and pedagogy. Each chapter in this edited volume is framed within a Bakhtinian perspective and uses his conceptual apparatus to address some aspect of second and foreign language learning. The authors' collective aim is to challenge traditional, formalist approaches to language and demonstrate how Bakhtin's insights can enrich our understanding of second language learning and teaching.

In order to improve the second language learning, this research is based on the research result of Lu (2004) to analyze the Spanish learners' compositions of NCKU with the functions in Concordance and statistical software to compare with the modern corpus of Real Academia Espanola (RAE) to understand the general situation of the learning of collocation and its differences with the natural language. The results are: firstly, there is no significant relationship of frequently used vocabulary between the natural language and the learners'. Secondly, the most frequently used collocation by learners is the combination with NP. Considering the result of this research, we recommend that teachers should modify the teaching materials and class design on the base of the natural language, and especially put emphasis on the non-nouns' collocation.

Tacit knowledge is recognized as playing a key role in determining the extent to which companies are able to create and sustain competitive advantages. However, investments in ICT may lead to a de-emphasizing of tacit knowledge with devastating consequences. Emerging empirical evidence have indicated a lack of support for the positive economic impact of investments ICT. We have argued that this may be due to the mismanagement of knowledge. This mismanagement is first of all created by an imbalance between the emphasis on tacit- and explicit knowledge, often manifested trough firms ICT-strategies prior to investing in ICT. A central point in this is article the focus on establishing the right balance between tacit and explicit knowledge. Central in our argument is the creation of a learning loop where by continuos innovation enhance a higher level of learning by doing-using-, experimenting-, and interacting, creating a positive spiral. To create such learning loop, there is a need to link the company’s tacit knowledge to the company’s external knowledge base by the use of ICT. However, this need to be accompanied by a sensitivity to change and the creation of external meeting places, in order to promote innovation, which in turn promotes performance and enhances a higher level of learning by doing-, using, experimenting—and interacting. The learning loop also improve the company’s sustainable competitive advantages, by limiting competitors possibilities for imitation (througha higher level of tacit knowledge), and by increasing continuous improvements, innovation and performance.