213 / 2018-07-19 12:08:16

The Influence of Age and Language Aptitude on the Implicit and Explicit Knowledge of ESL Learners

age, language aptitude, implicit and explicit knowledge

全体主题 > 中国特色二语习得研究

Learning age and language aptitude have been identified as two of the most important individual difference factors that influence the long-term learning outcome of second language (L2) learners. Language aptitude, as comprised of a set of cognitive abilities, mediates the negative influence of learning age, and thus helps to make up for a late start in learning an L2 (DeKeyser, 2000). However, in terms of understanding the nature of the interaction of learning age and language aptitude, a consensus has not yet been made.
This study set out to investigate the extent to which age and language aptitude influence long-term L2 learning outcomes, which are explained in terms of a distinction between implicit and explicit knowledge. A battery of tests were employed and validated as measures of implicit L2 knowledge, explicit L2 knowledge and language aptitude. A total number of 20 native speakers (NS) of English and 86 non-native speakers (NNS) whose native language were Mandarin took part in this research. At the time of data collection, all of the NNS had been living in the L2 country (New Zealand) for more than 8 years, and had been using English as a medium for study and work throughout this period.
Results show that learning age is correlated with implicit L2 knowledge, which shows that age indeed influences the implicit learning system of the NNS. Language aptitude is connected with both implicit and explicit knowledge, showing that language aptitude is probably pertinent to both implicit and explicit learning. These results indicate that a young learning age and a high level of language aptitude are both necessary conditions for developing a high level of implicit L2 knowledge. In other words, a high level of language aptitude is not only advantageous for adult learners, but also for early/child learners of L2.