Second Language Implicit and Explicit Knowledge as Indicator of Language Proficiency and Predictor of Working Memory

Abstract

This study explored the relationship between L2 implicit knowledge, L2 explicit knowledge and working memory. The study aimed to examine whether L2 implicit knowledge as measured by an elicited imitation task and L2 explicit knowledge as measured by Quick Oxford Placement Test could predict EFL learners' working memory capacity as measured by a backward-digit span test. Data were collected from 150 Jordanian university EFL students. The findings revealed a statistically significant positive correlation between L2 implicit knowledge, L2 explicit knowledge and working memory. The results further confirmed that both L2 implicit and explicit knowledge predicted the learners’ working memory capacity suggesting an interaction between L2 proficiency and working memory. Finally, the strong positive correlation between the scores of the elicited imitation task and Oxford Placement Test promoted elicited imitation as a reliable indicator of L2 implicit knowledge. The implications of these findings for language, testing, learning and teaching and will be further discussed.

Key words: Language Proficiency (LP), L2 Implicit Knowledge, L2 Explicit Knowledge, Elicited Imitation (EI), Working Memory Capacity (WMC)

DOI: 10.7176/JEP/15-6-08

Publication date: May 30th 2024