The interface of explicit and implicit second-language knowledge: A longitudinal study

Abstract The aim of our study was to examine the longitudinal associations between two forms second language (L2) knowledge (i.e., explicit and implicit knowledge) activity types that facilitate different processing mechanisms form- meaning-focused processing). L2 English speakers completed tests (untimed written grammaticality judgment test metalinguistic test) three (timed test, oral production, elicited imitation) at beginning end a semester university-level study. To track engagement in types, participants self-reported exposure logs across five days throughout semester. results from an autoregressive cross-lag analysis suggest influenced each other reciprocally over time. Neither type predicted development. We conclude acquisition is developmental process typified by dynamic, synergistic interface knowledge.