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Should We Listen or Read? Modality Effects in Implicit and Explicit Knowledge
Author(s) -
KIM KATHY MINHYE,
GODFROID ALINE
Publication year - 2019
Publication title -
the modern language journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.486
H-Index - 83
eISSN - 1540-4781
pISSN - 0026-7902
DOI - 10.1111/modl.12583
Subject(s) - modality (human–computer interaction) , implicit learning , computer science , explicit knowledge , grammar , implicit knowledge , psychology , cognitive psychology , linguistics , word order , natural (archaeology) , meaning (existential) , cognition , natural language processing , artificial intelligence , cognitive science , philosophy , archaeology , neuroscience , psychotherapist , history
We examined the role of modality in learning second language (L2) grammar and forming implicit (unconscious) and explicit (conscious) knowledge. To this end, we isolated the effects of the physical medium of input (i.e., aural or visual) from those of the presentation method (i.e., word‐by‐word or simultaneous). We also explored the role of test modality in L2 performance, by including L2 knowledge tests in both aural and visual modes. Native English speakers engaged in meaning‐focused integrated practice of 3 German syntactic rules. In Experiment 1, learners were given aural or visual word‐by‐word (rapid serial visual presentation; RSVP) input and in Experiment 2, they were given aural or natural written input. We found evidence of learning across all 4 groups, but different types of resultant knowledge. In particular, learners gained explicit knowledge in all input modalities, yet only those trained with natural written input also developed robust implicit knowledge. We conclude that the permanence of visual input may be a critical advantage for beginning learners to develop implicit knowledge of word order rules. Support in the form of written materials can ease the cognitive burden on beginning learners, with better outcomes as a result.