学术和非学术样本的无意识学习:个体差异研究

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language Learning Pub Date : 2023-10-25 DOI:10.1111/lang.12616
Kathy MinHye Kim, Ryo Maie, Kiyo Suga, Zachary F. Miller, Bronson Hui
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引用次数: 1

摘要

本研究探讨了意识在学习中的作用,以及可能促进成人第二语言(L2)内隐学习的变量。我们复制了 Williams(2005 年)的研究,研究对象包括一组类似的大学在校学习者和一组未受过大学教育的成人,以探讨研究结果对第二语言习得研究中代表性不足的人群的普适性。我们的研究结果表明,学术型学习者能够内隐地习得在训练过程中遇到的项目(训练项目),但当学术型和非学术型学习者组合在一起时,这种学习就消失了。我们还观察到智力与训练项目的内隐学习之间存在适度的相关性;然而,当考虑到其他变量时,这种相关性就消失了。总之,我们的研究强调了内隐形式-意义关联在一般人群中对 L2 成人的有限潜力,并强调了在 L2 研究中与方便取样相关的挑战(Andringa & Godfroid, 2020)。此外,它还强调了阅读经验、受教育年限和非语言智力等个体差异对于内隐学习训练项目的独立性。
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Learning Without Awareness by Academic and Nonacademic Samples: An Individual Differences Study

This study addresses the role of awareness in learning and the variables that may facilitate adult second language (L2) implicit learning. We replicated Williams's (2005) study with a similar group of academic learners enrolled at university as well as a group of non-college-educated adults in order to explore the generalizability of the findings to an underrepresented population in research on L2 acquisition. Our results revealed that academic learners implicitly acquired items encountered during training (trained items), but this learning disappeared when academic and nonacademic groups were combined. We also observed modest correlations between intelligence and implicit learning of trained items; however, this association disappeared when other variables were considered. Overall, our study highlights the limited potential of implicit form–meaning associations for L2 adults in more general populations and emphasizes the challenges associated with convenience sampling in L2 research (Andringa & Godfroid, 2020). Additionally, it underscores the independence of individual differences in reading exposure, years of education, and nonverbal intelligence for implicit learning of trained items.

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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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