Investigating Linguistic Knowledge of a Second Language

This book mainly deals with the measuring issues revolving around L2 lingusitic knowledge and its relationship to general language proficiency. It also explores the role of individual learner differences (IDs), such as language analytic ability, language learning motivation, language anxiety and learner beliefs in learners' L2 linguistic knowledge.

This book investigates several important issues revolving around the psycholinguistic modelling of language proficiency in terms of L2 linguistic knowledge, which is a topic of considerable interest and importance in SLA theories and language testing practice. Four tests including the Elicited Imitation Test, Timed Grammaticality Judgment Test, Untimed Grammaticality Judgment Test and Metalinguistic Knowledge Test are employed to examine the extent to which they provide separate measures of Chinese third-year university students' L2 lingusitic knowledge. The role of four psychological factors language analytic ability, language learning motivation, language anxiety and learner beliefs in learners' L2 linguistic knowledge is also explored.

Auteur

Runhan Zhang did her MA and PhD in Applied Lingusitics at the University of Newcastle-upon-Tyne, U.K and the University of Auckland, New Zealand, respectively. She is now a lecturer in the School of Foreign Studies at Central University of Finance and Economics in Beijing, China

Contenu
Contents: Implicit and explicit linguistic knowledge Implicit, explicit linguistic knowledge and general language proficiency Implicit, explicit linguistic knowledge and individual learner differences.