Implicit and Explicit Learning: Implications for Short-Term L2 Language Learning and Cognitive Performance

The present dissertation reports two experiments that examine implicit and explicit language learning methods and their impacts on early vocabulary, grammar, and phonological acquisition, in addition to working memory, proactive/reactive control, and fluid intelligence, as well as learner motivation. Experiment 1 investigated adult L2 acquisition of Dutch vocabulary, declarative sentence structure, and novel question structure. Experiment 2 furthers the previous study by investigating both lexical and phonological acquisition in adult L2 acquisition of Finnish vocabulary and the Finnish Vowel Harmony rule.Results from Experiment 1 reveal that young adults respond to both implicit and explicit learning conditions similarly in terms of vocabulary gain and grammatical sensitivity. The implicit group's proactive/reactive reaction time (RT) results approach significance on proactive trials indicating a potential differential strategy in adapting and responding to task demands elicited by learning conditions. Regardless of input, participants across conditions reported a preference for explicit methods and utilization of explicit learning strategies. Lastly, insights into participant performance and perception reveal that regardless of outcome, participants report higher levels of motivation and confidence in explicit learning conditions. Results from Experiment 2 demonstrate that under both learning conditions even limited exposure to an L2 leads to vocabulary encoding and consolidation. The explicit condition resulted in a significant main effect on accuracy and RTs in a lexical recognition task, suggesting optimal performance regarding lexical and vowel harmony recognition following training. The cognitive AXCPT task's RT data revealed significant results from both groups on the BX trial, suggesting that the young adults demonstrate efficient proactive control. Though participants across conditions performed similarly across tasks, the explicit condition resulted in greater motivation and overall perceived satisfaction. Additionally, regardless of input, participants favored and employed explicit learning strategies. Findings from both Experiment 1 and 2 provide insights into the minimal duration and type of language construction needed to impact early language gains, aspects of cognition, and motivation in young adult learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]