Bowles, M. A. (2011). Measuring implicit and explicit linguistic knowledge: What can heritage language learners contribute?. Studies in Second Language Acquisition, 33, 247-271.
摘要：Although claims about explicit and implicit language knowledge are central to many debates in SLA, little research has been dedicated to measuring the two knowledge types (R. Ellis, 2004, 2005). The purpose of this study was to validate the use of the battery of tests reported in Ellis (2005) to measure implicit and explicit language knowledge. Whereas Ellis (2005) tested only second-language (L2) learners (of English), this study tested both L2 and heritage language (HL) learners (of Spanish). Results showed that test scores loaded on a two-factor model, as in Ellis (2005), thereby providing construct validity for the tests, on a population of HL learners who have little explicit knowledge by virtue of the environment in which they acquired Spanish. Adapted from the source document
关键词：applied linguistics, non-native language learning languages other than English, Second Language Learning, Heritage Language, Linguistic Competence, Learning Environment, Knowledge, Language Tests, English as a Second Language Learning, Spanish as a Second Language Learning
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