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Towards a Better Understanding of Explicit and Implicit L2 Knowledge: Longitudinal Research and Web-based Innovations
发布日期：2024-10-16 08:40:40  发布者：范颖

时间：2024年10月18日13:30

地点：恕园25-106

主讲内容：

Theoretical dissociations between implicit and explicit knowledge of second language (L2) evolved relatively independently in cognitive psychology, second language acquisition, and language education. In this presentation, I will present findings of several projects that explored the intersectionality of these fields by exploring (1) the longitudinal association between L2 knowledge and activity types, (2) the construct validity of L2 knowledge measures, particularly within a longitudinal framework, and (3) the prospects of web-based administration of L2 knowledge type measures. I will discuss theoretical, methodological, and pedagogical implications as well as future directions of my work.

主讲人简介：

Kathy Kim is a Clinical Assistant Professor of Applied Linguistics and Director of the Second Language Acquisition Lab at Boston University. Her work focuses on contextual and instructional interventions that impact the development of explicit and implicit L2 knowledge. She also investigates construct validity of (psycho)linguistic measures and is committed to advancing equity in quantitative research practices. She is a recipient of the 'Best of Modern Language Journal' award (2019) and several grants, including the National Science Foundation and the AI and Education Faculty Research Grant. Her team’s recent funded project is entitled “First Language-Second Language Proficiency with MultiAutoEIT: An Open Access Measure of Oral Language Proficiency”. Kathy earned her Ph.D. in Second Language Studies and Cognitive Science from Michigan State University.

学术预告

Towards a Better Understanding of Explicit and Implicit L2 Knowledge: Longitudinal Research and Web-based Innovations

范颖 · 2024-10-16

时间：2024年10月18日13:30

地点：恕园25-106

主讲内容：

Theoretical dissociations between implicit and explicit knowledge of second language (L2) evolved relatively independently in cognitive psychology, second language acquisition, and language education. In this presentation, I will present findings of several projects that explored the intersectionality of these fields by exploring (1) the longitudinal association between L2 knowledge and activity types, (2) the construct validity of L2 knowledge measures, particularly within a longitudinal framework, and (3) the prospects of web-based administration of L2 knowledge type measures. I will discuss theoretical, methodological, and pedagogical implications as well as future directions of my work.

主讲人简介：

Kathy Kim is a Clinical Assistant Professor of Applied Linguistics and Director of the Second Language Acquisition Lab at Boston University. Her work focuses on contextual and instructional interventions that impact the development of explicit and implicit L2 knowledge. She also investigates construct validity of (psycho)linguistic measures and is committed to advancing equity in quantitative research practices. She is a recipient of the 'Best of Modern Language Journal' award (2019) and several grants, including the National Science Foundation and the AI and Education Faculty Research Grant. Her team’s recent funded project is entitled “First Language-Second Language Proficiency with MultiAutoEIT: An Open Access Measure of Oral Language Proficiency”. Kathy earned her Ph.D. in Second Language Studies and Cognitive Science from Michigan State University.