Dr. Sible Andringa, ACLC, Asistant Professor of Linguistics, Faculty of Humanities, University of Amsterdam
Why grammar teaching does (not) work: Revisiting the role of explicit knowledge and awareness in second language acquisition
Sible Andringa is the guest speaker at this ACLC seminar for which MA students are especially invited. Title and abstract are now available.
There is ample evidence of dissociation between what learners may know to be correct about the second language and what they can do in their second language. Both researchers as well as teachers in the field have noted that learners may demonstrate that they know when to use, say, a present perfect, but they may still be unable to use it properly in more spontaneous situations of language use. The explicit/implicit dichotomy is a useful framework to understand this dissociation if you assume that knowledge about language is explicit knowledge and knowing how to use language is implicit. A central question in my work has been: What is the potential added value of explicit information in becoming a proficient user of the second language? I will try to demonstrate that research so far has provided surprisingly little solid evidence of an interface between the two types of knowledge because of measurement and design issues, and I will present freshly collected data that may also help shed light on the issue.
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