Hochschule

Private Pädagogische Hochschule Linz

Sprache

Projektleitung gesamt

Schurz, Alexandra; Mag. Dr.

Projektleitung intern

Schurz, Alexandra Itha; Mag. Dr.

Interne Projektmitarbeiter/innen

Externe Projektmitarbeiter/innen

Kooperationspartner

Laufzeit

2017 – 2021

Beschreibung

One of the main debates in second language acquisition research revolves around the rela-tive significance of implicit and explicit conditions in grammar learning. This question is pertinent especially in exploring how to reach implicit and/or highly automatized knowledge, which can be employed rapidly and effortlessly in communication. However, apparently no study to date has explored the effect of extramural, i.e., out-of-class, language use on implicit and/or automatized knowledge (henceforth automatized-implicit knowledge). Therefore, the present study enquired into the relationship of 13- to 14-year-old learners’ use of extramural English (henceforth EE) and their automatized-implicit and ex-plicit knowledge (N = 213). According to linear mixed models, student self-reports, and pre-viously published teacher interview data, EE use seems to predict automatized-implicit knowledge especially if it is extensive and starts early, if it is multimodal (viewing, gam-ing), and if it can build on prior linguistic and schematic knowledge. Findings and pedagogi-cal implications are valuable for an audience beyond the two target countries.

Beschreibung (engl.)

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