Learnability of explicit and implicit metaknowledge in second language writing.

摘要

Although some research supports providing ESL learners with knowledge about rhetorical and organizational features of L2 writing, it is unclear what type of knowledge and training are most beneficial to EFL learners. Few L2 writing researchers have investigated the learnability of explicit and implicit knowledge, as defined in second language acquisition theory.; In this quasi-experimental study, I have investigated whether Japanese EFL learners benefit from explicit or implicit training in “metaknowledge” of L2 writing. In the study, metaknowledge training was focused on rhetorical and organizational features of L2 expository writing and persuasive writing. The effect of the training was examined both at the recognition and production levels. Pre- and post-intervention metaknowledge and writing tests were administered to three groups (N = 69): an explicit treatment group (n = 34), an implicit treatment group (n = 15), and a comparison group (n = 20).; The results of two-way repeated-measures factorial analyses of variance (ANOVAs), one-way ANOVAs, and post hoc Scheffé tests revealed that the students in the explicit treatment group performed significantly better than the students in the implicit treatment group and the comparison group on the post-intervention metaknowledge test and compositions. The implications of providing explicit and implicit training in metaknowledge of L2 writing for L2 learners are discussed.