What can multi-factors contribute to Chinese EFL learners’ implicit L2 knowledge?
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Runhan Zhang
and
Yaping Chen
Abstract
The goal of second language (L2) learning is spontaneous, unreflective L2 use, relying primarily on implicit L2 knowledge. While most research has compared the methods and effects of explicit and implicit instruction, less attention has been given to individual differences (IDs) and their impact on implicit L2 knowledge. A sparse body of research has addressed the relationship between IDs and implicit L2 knowledge considering age effects and age-related language analytic ability, with conative and affective factors receiving scant attention. This paper, grounded in the control-value theory, advocates a holistic view to comprehensively investigate how language analytic ability, language learning motivation, learner beliefs, and foreign language anxiety can contribute to implicit L2 knowledge among Chinese postgraduate students. The findings indicate that cognitive, conative, and affective factors have direct or indirect effects on implicit L2 knowledge. Implications for L2 teaching and research are discussed in detail.
Funding source: Child Language Research Centre, Beijing Foreign Studies University
Funding source: The Industry-University Cooperation and Collaborative Education Project of the Ministry of Education of China
Award Identifier / Grant number: 202102483004
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Research ethics: The participants in the current study were told that the tests would be conducted for the purpose of the research and were assured that the collected information would not affect their course grades. No one was forced to participate in the study, and they were assured of their right to quit the project at any time. Data collection took place outside class time, and regular classes were not interrupted.
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Author contributions: The authors have accepted responsibility for the entire content of this manuscript and approved its submission.
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Competing interests: The authors state no conflict of interest.
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Research funding: This work was funded by Child Language Research Centre, Beijing Foreign Studies University and The Industry-University Cooperation and Collaborative Education Project of the Ministry of Education of China (202102483004).
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