Implicit Knowledge, Explicit Knowledge, and Achievement in Second Language (L2) Spanish - Study

Oct 15, 2026

Implicit and explicit knowledge of a second language (L2) are key constructs in second language acquisition (SLA), motivating renewed efforts to measure learners’ implicit and explicit knowledge using valid, reliable methods. This study investigates how Spanish L2 learners’ knowledge representations differ across proficiency levels. Findings indicate group differences in both implicit and explicit Spanish knowledge and in how measures of these representations relate to L2 achievement outcomes for each group.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Résumé

Introduction

Definitions and roles of implicit vs. explicit knowledge

The interface debate

Links to L2 proficiency and achievement

Implicit Knowledge, Explicit Knowledge, and Achievement in Second Language (L2) Spanish Xavier Gutiérrez University of Windsor Abstract Implicit and explicit knowledge of the second language (L2) are two central constructs in the field of second language acquisition (SLA) . In recent years, there has been a renewed interest in obtaining valid and reliable measures of L2 learners‟ implicit and explicit knowledge (e.g., Bowles, 2011; R. Ellis, 2005) . The purpose of the present study was to examine the nature of the knowledge representations developed by two groups of learners of Spanish as a L2 at different levels of proficiency. The results show that the two groups differed with respect to their implicit and explicit knowledge of Spanish and also regarding the relationship between measures of those representations and the measures of L2 achievement used with each group. Résumé Les connaissances implicites et explicites de la langue seconde (L2) sont deux concepts centraux dans le domaine de l'acquisition de la langue seconde (ALS) . Les dernières annéesont vu un regain d‟intérêt pour la recherche de moyens valides et fiables de mesurer les connaissances implicites et explicites des apprenants de L2 (par exemple, Bowles, 2011; R. Ellis, 2005) . Le but de la présente étude a été d'examiner la nature des représentations des connaissances développées par deux groupes d'apprenants de l'espagnol comme L2 à différents niveaux de compétence. Les résultats démontrent qu‟il existe des différences marquées entre les deux groupes au niveau de leurs connaissances implicites et explicites de l'espagnol, et aussi en ce qui concerne la relation entre les mesures de ces représentations et les mesures de performance en L2 utilisés avec chaque groupe. Introduction Implicit and explicit knowledge of the second language (L2) are two central constructs in the field of second language acquisition (SLA) . Implicit knowledge ofthe L2 is often defined as the intuitive and procedural knowledge that is normally accessed automatically in fluent performance and that cannot be verbalized. In contrast, explicit knowledge is understood as the conscious and declarative knowledge ofthe L2 that is accessed during controlled processing and that is potentially verbalizable (Bowles, 2011; R. Ellis, 2005). Research about these two constructs has mainly focused on their role in language learning and language use, as well as the relationship between these two types of representations. Regarding their role in L2 learning and use, there seems to be consensus in that implicit knowledge is at the core of automated language processing and that the development of these types of representations is the ultimate goal of L2 acquisition (Doughty, 2003) . On the other hand, there is certain disagreement as to what the role of explicit knowledge is. Some authors (e.g., Krashen, 1981) attribute a very limited role to these types of representations; namely, that of a monitor or editor for L2 production under very specific circumstances. Others (e.g., Hinkel & Fotos, 2002; Johns, 2003; Mitchell, 2000) point out that successful performance in uses of language such as writing requires access to explicit knowledge. R. Ellis (1994) argues that explicit knowledge may play afacilitative role in L2 acquisition in that it may accelerate the establishment of links between form and meaning. N.C. Ellis (2005) notes that explicit knowledge ofthe L2 plays an important role in linguistic problem-solving: “when automatic capabilities fail, there follows a call recruiting additional collaborative conscious support”(p. 308) . With respect to the relationship between implicit and explicit knowledge, the debate revolves around whether they constitute two separate knowledge systems or, on the other hand, they interact at the representational level and thus one can be converted into the other. The noninterface position (e.g., Hulstjin, 2002; Krashen, 1981; Paradis, 1994) claims that

FAQs

What are implicit and explicit knowledge in L2 learning?

Implicit knowledge is intuitive, procedural, and typically accessed automatically in fluent performance, while explicit knowledge is conscious, declarative, and accessed during controlled processing.

Why do researchers disagree about the role of explicit knowledge?

Some view explicit knowledge as having a limited monitoring/editor function under specific conditions, while others argue it is important for tasks like writing or for problem-solving and accelerating form–meaning links.

How does the study examine achievement in relation to implicit and explicit knowledge?

It compares two learner groups at different proficiency levels to see how their measures of implicit and explicit Spanish knowledge relate to L2 achievement measures used for each group.

Oct 15, 2026

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