PERCEIVED LEARNING DIFFICULTY AND ACTUAL PERFORMANCE

@article{RodrguezSilva2015PERCEIVEDLD,
  title={PERCEIVED LEARNING DIFFICULTY AND ACTUAL PERFORMANCE},
  author={Luis Humberto Rodr{\'i}guez Silva and Karen Roehr-Brackin},
  journal={Studies in Second Language Acquisition},
  year={2015},
  volume={38},
  pages={317 - 340}
}
This article draws on an approach that conceptualizes L2 learning difficulty in terms of implicit and explicit knowledge. In a study with first language Mexican Spanish university-level learners (n = 30), their teachers (n = 11), and applied linguistics experts (n = 3), we investigated the relationship between (a) these groups’ difficulty judgements of 13 selected L2 English structures and (b) perceived learning difficulty and learners’ actual performance on measures of implicit and explicit… 

The role of cognitive individual differences and learning difficulty in instructed adults' explicit and implicit knowledge of selected L2 grammar points : a study with Mexican learners of English

This study explored the relationship between implicit and explicit knowledge of 13 second language (L2) English grammar points and the relationship of each type of knowledge with language learning

First Steps toward Becoming a Teacher: The Experience with the Degree in Primary Education in English

During an academic year took place the experience of observing learning strategies through the development of discursive skills for academic writing with two core subjects in the Degree in Primary

INTRODUCTION: COGNITIVE PERSPECTIVES ON DIFFICULTY AND COMPLEXITY IN L2 ACQUISITION

The theme that runs through the contributions to this special issue is diffi culty , an important yet challenging theme in second language acquisition (SLA) that, after the demise of the contrastive

ELICITED IMITATION TASKS AS A MEASURE OF L2 PROFICIENCY

Abstract Elicited imitation tasks (EITs) have been proposed and examined as a practical measure of second language (L2) proficiency. This study aimed to provide an updated and comprehensive view of

Now you hear it, now you don’t: L1 and L2 perception of regular past –ed in naturalistic input

A growing body of literature shows that the simple past is difficult to perceive (Bell et al., 2015; Klein et al., 2003; Solt et al., 2003), yet all perception studies to date have used

A learner’s grammar for Estonian: Insights from typological research

The need for a modern Estonian reference grammar for learners is discussed and the basic groundwork for creating one is laid and an areal-typological perspective on categories and concepts in describing and explaining the structure of Estonian is suggested.

Now You Hear It, Now You Don't: Perception of English Regular Past –ed in Naturalistic Input

Résumé:De précédentes recherches ont démontré que les formes régulières du passé des verbes anglais sont difficiles à percevoir. Or les chercheurs qui se sont intéressés à cette perception ont

References

SHOWING 1-10 OF 80 REFERENCES

Modelling Learning Difficulty and Second Language Proficiency: The Differential Contributions of Implicit and Explicit Knowledge

This article re-examines the question of what makes some grammatical structures more difficult to learn than others, arguing that this question can only be properly understood and investigated with

EFL Learners’ Perceptions of Grammatical Difficulty in Relation to Second Language Proficiency, Performanc, and Knowledge

This study investigated grammatical difficulty from the perspective of second language (L2) learners in relation to their overall L2 proficiency and L2 performance and knowledge. The design included

Explicit knowledge and learning in SLA: A cognitive linguistics perspective

It is concluded that explicit and implicit knowledge and learning should be considered together in order to gain a full understanding of L2 development.

Metalinguistic Knowledge and Language Ability in University-Level L2 Learners

Existing research indicates that instructed learners’ L2 proficiency and their metalinguistic knowledge are moderately correlated. However, the operationalization of the construct of metalinguistic

LANGUAGE APTITUDE AND GRAMMATICAL DIFFICULTY

This study investigates the relationship between foreign language aptitude and the learning of two English structures defined as easy or difficult to learn. Using a quasiexperimental design, 66

MEASURING IMPLICIT AND EXPLICIT KNOWLEDGE OF A SECOND LANGUAGE: A Psychometric Study

  • R. Ellis
  • Linguistics
    Studies in Second Language Acquisition
  • 2005
A problem facing investigations of implicit and explicit learning is the lack of valid measures of second language implicit and explicit knowledge. This paper attempts to establish operational

THEORETICAL AND EMPIRICAL ISSUES IN THE STUDY OF IMPLICIT AND EXPLICIT SECOND-LANGUAGE LEARNING: Introduction

  • J. Hulstijn
  • Linguistics
    Studies in Second Language Acquisition
  • 2005
There are good theoretical and educational reasons to place matters of implicit and explicit learning high on the agenda for SLA research. As for theoretical motivations, perhaps the most central

Some Input on the Easy/Difficult Grammar Question: An Empirical Study

This study examined characteristics of the structures as they occurred in a 110,000-word corpus of instructional talk to L2 learners to determine whether it is possible to distinguish between “difficult” and “easy” constructions for second language (L2) learners by examining characteristics as they occur in aural input.

Elicited Imitation as a Measure of L2 Implicit Knowledge: An Empirical Validation Study

A key issue in the field of second language acquisition has been the difficulty of specifying accurate measures of implicit language knowledge. This paper describes the development of an elicited
...