Explicit Knowledge of the Spanish Subjunctive and Accurate Use in Discrete-Point, Oral Production, and Written Production Measures - study

Oct 15, 2026

The usefulness of explicit second-language knowledge is debated in second language acquisition. This study investigates whether explicit knowledge of the Spanish subjunctive relates to accurate use in discrete-point grammar measures and in oral and written production measures. Forty-six fifth-semester learners in Canada received explicit instruction about the subjunctive across three terms. Results indicate relatively low explicit knowledge, with significant correlations for grammar exercises and writing, but not for speaking.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages30

Reading Time1 h 16 min

AccessFree to download

Introduction

Role of explicit language knowledge in SLA

Literature Review

Features of the Spanish subjunctive

Explicit Knowledge of the Spanish Subjunctive and Accurate Use in Discrete-Point, Oral Production, and Written Production Measures Xavier Gutiérrez University of Alberta Abstract The usefulness of explicit knowledge of the second language is a matter of controversy in the field of second language acquisition. In this regard, it has been argued that explicit representations might be useful for some structures but not for others (R. Ellis, 2006 ; Roehr & Gánem-Gutiérrez, 2009) . The goal of this study was to examine whether explicit knowledge about the Spanish subjunctive is related to using this structure accurately in discrete-point measures, as well as in measures of oral and written production. The participants were 46 learners of Spanish as a second language, who were in their fifth semester and had received explicit instruction about the subjunctive during three terms. The results show that the participants had developed somewhat low levels of explicit knowledge of the subjunctive, and that explicit knowledge of this structure was significantly correlated to its correct use in discrete-point grammar exercises and in writing, but not in speaking. Résumé L’utilité des connaissances explicites de la langue seconde est un sujet à controverse dans le domaine de l’acquisition de la langue seconde. À cet égard, on a soutenu que des représentations explicites pourraient être utiles pour certaines structures, mais pas pour d’autres (R. Ellis, 2006 ; Roehr et Gánem-Gutiérrez, 2009) . Le but de cette étude a été d’examiner si les connaissances explicites du subjonctif en espagnol étaient liées à l’utilisation correcte de cette structure dans les mesures à des instants discrets et dans les mesures de production orale et écrite. Les participants étaient 46 apprenants d’espagnol langue seconde, à leur cinquième semestre, qui avaient reçu de l’enseignement explicite sur le subjonctif pendant trois semestres. Les résultats ont démontré que les participants ontdéveloppé des niveaux assez bas de connaissances explicites du subjonctif. De même, les résultats ont indiqué qu’il y avait une corrélation significative entre les connaissances explicites de cette structure et son utilisation correcte dans les exercices de grammaire à mesure à instants discrets et dans la production écrite, mais pas dans la production orale. Canadian Journal of Applied Linguistics: 20, 1 (2017): 1-30 CJAL * RCLA Gutiérrez 2 Explicit Knowledge of the Spanish Subjunctive and Accurate Use in Discrete-Point, Oral Production, and Written Production Measures Introduction Research about knowledge representations of language is a central area of inquiry in the field of second language acquisition (SLA; Hulstjin, 2005). Many in the field have agreed that implicit, intuitive knowledge is at the basis of spontaneous language use: “Most knowledge is tacit knowledge; most learning is implicit; the vast majority of our cognitive processing is unconscious”(N. Ellis, 2005, p. 306) . However, questions still remain regarding what the role, if any, of explicit, conscious knowledge of language is in relation to second language (L2) learning and use. R. Ellis (2004) defined explicit knowledge of language as the conscious, declarative knowledge of L2 features, such as phonology, lexis, syntax, morphology, and pragmatics, which is learnable and potentially verbalizable. Explicit knowledge of language might help learners notice some language features which, in turn, might facilitate the establishment of form-meaning mappings (N. Ellis, 2011) . It may also be useful for solving linguistic problems in situations where implicit knowledge is insufficient (N. Ellis, 2005), and, through practice, it may become proceduralized so that it can be involved in L2 use (DeKeyser, 2003) . Explicit knowledge can also be beneficial for structures that are difficult to learn implicitly (R. Ellis, 2006) . In this sense, it is possible that explicit knowledge may be useful for some gram

FAQs

What question does the study address?

It examines whether explicit knowledge of the Spanish subjunctive is related to accurate use in both discrete-point measures and in oral and written production.

Who participated and what training did they receive?

The study involved 46 second-language learners of Spanish at the fifth semester level, who received explicit instruction about the subjunctive over three terms.

Did explicit knowledge help accuracy in speaking?

No. Explicit knowledge showed significant correlation with correct use in discrete-point grammar exercises and writing, but not in speaking.

Oct 15, 2026

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