Explicit, implicit and metalinguistic knowledge in L2 Chinese
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Chiara Romagnoli
Abstract
The aim of this paper is to investigate the relationship between metalinguistic knowledge and language proficiency in L2 Chinese. In line with the distinction between explicit knowledge and implicit knowledge, different tests were designed and then administered to 38 intermediate level learners of Chinese in order to measure the difference between the two types of knowledge, and between these values and the scores obtained in written and oral proficiency tests. Results show that the participants’ level of explicit knowledge was higher than the implicit level. This reveals that a positive correlation exists between explicit knowledge and language proficiency, and thus confirms the role played by metalinguistic knowledge in language performance.
Abstract
The aim of this paper is to investigate the relationship between metalinguistic knowledge and language proficiency in L2 Chinese. In line with the distinction between explicit knowledge and implicit knowledge, different tests were designed and then administered to 38 intermediate level learners of Chinese in order to measure the difference between the two types of knowledge, and between these values and the scores obtained in written and oral proficiency tests. Results show that the participants’ level of explicit knowledge was higher than the implicit level. This reveals that a positive correlation exists between explicit knowledge and language proficiency, and thus confirms the role played by metalinguistic knowledge in language performance.
Chapters in this book
- Prelim pages i
- Table of contents v
- Contributors vii
- Acknowledgments xi
- Integrating Chinese linguistic research and language teaching and learning xiii
- The emergence of verb argument structure in Mandarin Chinese 1
- A corpus linguistics approach to the research and teaching of Chinese as a second language 13
- Facilitating language learning 33
- An ERP study of the processing of Mandarin classifiers 59
- Explicit, implicit and metalinguistic knowledge in L2 Chinese 81
- Metalinguistic awareness and self-repair in Chinese language learning 97
- De-stressed words in Mandarin: drawing parallel with English 121
- Prosody and discourse functions of ranhou 然后 145
- Patterns of plural NP + dou (都) expressions in conversational discourse and their pedagogical implications 169
- Prominence marking in second language Chinese tones 195
- A multi-dimensional corpus study of mixed compounds in Chinese 215
- Index 239
Chapters in this book
- Prelim pages i
- Table of contents v
- Contributors vii
- Acknowledgments xi
- Integrating Chinese linguistic research and language teaching and learning xiii
- The emergence of verb argument structure in Mandarin Chinese 1
- A corpus linguistics approach to the research and teaching of Chinese as a second language 13
- Facilitating language learning 33
- An ERP study of the processing of Mandarin classifiers 59
- Explicit, implicit and metalinguistic knowledge in L2 Chinese 81
- Metalinguistic awareness and self-repair in Chinese language learning 97
- De-stressed words in Mandarin: drawing parallel with English 121
- Prosody and discourse functions of ranhou 然后 145
- Patterns of plural NP + dou (都) expressions in conversational discourse and their pedagogical implications 169
- Prominence marking in second language Chinese tones 195
- A multi-dimensional corpus study of mixed compounds in Chinese 215
- Index 239
