The study investigates which grammar features need high priority of pedagogical intervention to develop implicit knowledge, unlike grammatical features in need of explanation of explicit rules. Two types of data were collected from 29 Korean college students: a sentence completion test in English and a meta-linguistic knowledge test (requiring students to both correct the underlined error and explain the grammatical rule) in Korean. Through statistical analyses, including a Wilcoxon signed rank test, this study finds significant differences in test achievements for tense, time prepositions (for and since), subjunctive moods, dative alternations, quantitative adjectives (many and much), gerunds, and third-person singular -s in the simple present tense. Based on results obtained, this study proposes which specific grammar features need intensive pedagogical intervention for production skills, including sentence writing and speaking. Several practical suggestions are provided for EFL instructors and researchers to make more effective use of speaking and writing activities as well as formative testing.

This study investigated intra-learner variation in the effects of implicit and explicit focus on form (FonF) on second language (L2) acquisition of the English passive, an interface construction. The study employed a pretest-posttest-delayed posttest design, with five treatment sessions between the pretest and posttests. Implicit FonF was operationalized as textual enhancement (TE), and explicit FonF as consciousness-raising (C-R). Five different outcome measures were utilized to examine the respective treatment effects on the form, meaning, and function of the passive. Data were collected with four Korean high school students, two engaging in TE and the other two in C-R, whose developmental routes through the experiment were analyzed quantitatively and qualitatively. The results of the analysis showed that implicit and explicit FonF led to differential variation within each learner, not only across the outcome measures but also over time, yet were suggestive of a potential benefits to each for the different domains encompassed in the passive. These results are further discussed in relation to the learners’ proficiency levels and the types of errors they produced.

During the last decades, consumers have become increasingly concerned about social and environmental issues (Cone, 2009; Kleanthous, 2011) and “want the brands they use to reflect their concerns and aspirations for a better world” (Bendell and Kleanthous, 2007, p. 5). Ethical and environmental consumerism has become a mainstream phenomenon in contemporary consumer culture (Doane, 2001; Low and Davenport, 2007) and consumers either reward or punish companies that stress or ignore the importance of social and environmental excellence (Grail Research, 2010). From a firm perspective, investing in activities promoting sustainable development is increasingly recognized as an important source of competitive advantage (Porter and Kramer, 2006) and demonstrates a differentiator in most of the industries. According to a study conducted by the United Nations Global Compact and Accenture nearly 97% of the participating CEOs see sustainability as important to their company’s future success (UN and Accenture, 2016). The main reason and motivation to take action in sustainability issues is not the potential for revenue growth and cost reduction but rather the enhanced performance of the brand, trust and reputation (Lacy et al., 2010). Hence, financial rewards seem not to be the prioritized key driver for sustainability-oriented actions, since most companies are not able to explicitly quantify the benefits of their activity (UN and Accenture, 2016). But even though ethical and environmental issues have become an essential component for the evaluation and selection of brands and potential consumers may care about ethical issues, they are unlikely to compromise on traditional product attributes, such as value, quality, price, and performance (Chen and Chang, 2012). Accordingly, examining the influence of a brands sustainability orientation - as perceived by consumers - on brand related factors such as brand reputation and perceived brand value is of special importance for marketing research and practice. For that reason, the present paper examines the effect of brand sustainability on brand reputation and customer perceived value of a brand. Therefore, a measurement instrument was developed, that considers implicit and explicit pathways of human information processing and thus combines conscious and unconscious evaluations of a brands sustainability. Finally, the transfer from a positive customer evaluation to brand performance in terms of brand-related perception and brand-related behavior is examined.

This study investigated the effects of two types of corrective feedback (CF), recasts and metalinguistic feedback (implicit vs. explicit CF), on the development of implicit and explicit knowledge of English articles. It also examined the relationship between learners’ language aptitude, in particular language analytic ability, and their knowledge development through different types of CF. Six intact intermediate communication English classes (a total of 104 students and two English-speaking teachers) at a university participated in the present study. In CF groups, learners received recasts or metalinguistic feedback (MF) to the errors of the English articles during communicative activities, while no CF was given to the control group. The study employed a pretest-posttest-delayed posttest design, and four different tests were used to measure learner implicit and explicit knowledge. The study found both recasts and MF effective in the development of implicit knowledge and selective effects of recasts on the improvement of explicit knowledge. This suggests that both implicit and explicit CF bring about the development of implicit and explicit knowledge. In addition, language analytic ability was found to be closely related to learners’ gains through both CF and development of explicit and implicit knowledge of English articles.

Sports Sponsorship is considered to provide a highly valuable communication environment for companies to leverage brand equity. However, effectiveness evaluations of sponsorship activities mainly focus on explicit self-reports or focus interviews. Such communication evaluations do not take into account research from psychology demonstrating that associations and judgments are often activated and strongly influenced by implicit (automatic) processes, with no (or only little) conscious awareness of such information processing. Against that background, the goal of the current work is to shed further light on the impact of in-game advertising as innovative sponsor-linked marketing tactic on the dual brand knowledge–incorporating both implicit and explicit information processing–as key success indicator of sport sponsorship.

L2 learners’ target language use has been examined for various purposes, including assessment of the learners’ proficiency and examination of the process of language learning. That is, target language use in the real life tasks on the level as automatized as that of native speakers represents the goal of L2 learning. More importantly, however, target language use has been proposed as a process that provides the learning opportunities, particularly since 1980s by communicative approach to SLA. Until the learners can communicate effortlessly without being conscious of the form of the language, how learners’ attention and awareness are or should be directed to the language form and meaning has been an important issue among the recent SLA theories, summarized as the interface/non-interface debate. This paper discusses how different major SLA theories view learners’ attention and awareness of language form during language use and how it has been measured for both process and result research. Finally, a recent neurobiolobical SLA model is introduced in terms of its methodological and theoretical contribution to SLA research.

Sports Sponsorship is considered to be one of the most effective tools in marketing. However, in order to assess the effectiveness of sponsoring activities in customer’s mind, science and business practice often refer to explicit measures such as self-reports or focus interviews. Such aligned conventional measurement approach is missing mental processes which run without awareness, so-called implicit processes, taking place and activity hidden in the unconscious mind. Against that background, the goal of the current work is to shed further light on the impact of athlete sponsorship on dual processes underlying customer’s associations toward a brand.

In both marketing research and business practice, the study of corporate brand heritage has gained growing interest. Although, the field of heritage is rather widely analysed, a closer investigation reveals that there is a lack of research that covers the deeply embedded associations toward a company or brand with a heritage, and their effects on the overall brand performance from a customer’s perspective. That said, previous quantitative studies regarding corporate brand heritage fall back on traditional and basic explicit self-reporting scales. However, an increasing number of neuroeconomic studies indicate that customers are not fully aware of their thoughts and opinions. In fact, most mental processes are of so-called implicit nature, taking place hidden in the unconscious and automatic mind. Yet, established models of corporate brand heritage are missing implicit processes completely. Against this backdrop, the aim of the current paper is to fill this research gap. For that reason, a holistic framework of dual information processing is derived with reference to corporate brand heritage. Furthermore, related explicit and implicit measures are developed and applied to capture the dual facets of corporate brand heritage. The empirical results provide evidence that both heritage facets, explicit corporate brand heritage, but in particular implicit corporate brand heritage have a crucial impact on the degree of attachment toward the corporate brand.

Assuming that implicit and explicit knowledge are two different constructs, the current study takes unpaired English unaccusatives as its target grammar feature to investigate these two types of knowledge among Korean EFL learners. In line with the growing body of research utilizing a battery of tests, this study adopts a combination of validated tests to assess implicit and explicit knowledge. In doing so, this study lends support to previous studies, in that the L2 learners’ two types of knowledge are not on par. The findings indicate that proficiency was not correlated with the learners’ explicit knowledge, while it was highly correlated with their implicit knowledge. Moreover, regardless of the grammaticality of the unaccsuative sentences, the role of subject animacy varied depending on the learners’ different type of knowledge in relation to proficiency. Finally, a critical discussion on the importance of separating the two constructs of knowledge and implications for future research are provided.

Although vast research has been done to better understand brand knowledge, few studies explore the conscious and the unconscious mental processes that increase brand equity when a brand is linked with value adding entities like persons, events or symbols. In our paper we introduce an integrated approach that includes both the explicit and implicit facets of customers’ brand knowledge and the leveraging effects when a brand is framed by another entity. In order to analyze brand knowledge enhancement effects in sufficient detail, we fall back on the multifaceted model of brand leverage by combining a brand with an external label. Our study results show that the combination of measuring implicit and explicit facets of brand knowledge is a better indicator to predict brand knowledge enhancement, and also that the analysis of subconscious processes help to better position the linked object in customers’ perception in order to foster the brand leveraging success.Although vast research has been done to better understand brand knowledge, few studies explore the conscious and the unconscious mental processes that increase brand equity when a brand is linked with value adding entities like persons, events or symbols. In our paper we introduce an integrated approach that includes both the explicit and implicit facets of customers’ brand knowledge and the leveraging effects when a brand is framed by another entity. In order to analyze brand knowledge enhancement effects in sufficient detail, we fall back on the multifaceted model of brand leverage by combining a brand with an external label. Our study results show that the combination of measuring implicit and explicit facets of brand knowledge is a better indicator to predict brand knowledge enhancement, and also that the analysis of subconscious processes help to better position the linked object in customers’ perception in order to foster the brand leveraging success.

This study investigates differential effects of form-focused instruction (FFI) on the development of explicit knowledge versus implicit knowledge of a second language (L2) when the FFI is offered within the context of meaning-focused instruction (MFI). Forty-two adult learners of English participated in the study and were randomly assigned to a group who received FFI before MFI (FM), a group who received FFI after MFI (MF), a group who received MFI only (M), or a control group. Learning was measured by an untimed grammaticality judgment task (UGJT), a primary measure for explicit knowledge, and an elicited oral imitation task (EOIT), a primary measure for implicit knowledge. The results illustrate that, despite both FM and MF groups’ improved performance on the UGJT, only the FM group showed a positive developmental trend on the EOIT. No clear learning effect was observed among the M group learners or the controls. Therefore, the findings suggest that FFI prior to MFI supports the development of implicit knowledge more efficiently than FFI delayed until after MFI has begun.

This study investigates differential effects of form-focused instruction (FFI) to a simple versus complex L2 targets when the FFI is offered within a context of primarily meaning-focused instruction (MFI). Forty-seven Korean-speaking adult learners of English participated in the study and were randomly assigned to one of the two experimental groups or one control group. The experimental participants were instructed in one simple and one complex targets through MFI plus FFI or MFI only. No instruction was provided for the controls. Learning was measured by a grammaticality judgment task, and knowledge types were examined by subjective measures of awareness. The results indicate that the combination of FFI and MFI results in more robust learning effects than the exclusive use of MFI particularly for both simple and complex targets. As for the types of knowledge, the analyses found that FFI positively influences development of implicit and explicit knowledge.

This present study concerned whether prompts and recasts that occur during interaction could play a role in L2 development. Adopting an untimed grammatical judgment test and an elicited oral imitation test to measure explicit and implicit knowledge, this study examined the relative effects of prompts and recasts on L2 development of past tense forms. The participants were pre-intermediate learners enrolled in English as a foreign language (EFL) classes at a university in Korea. The learners were assigned to two prompt groups, a recast group, and a control group. The analysis of the untimed grammaticality judgment test revealed that the participants promoted their explicit knowledge of the past tense forms of regular and irregular verbs when prompts were provided. The analysis also showed that the learners who received recasts improved their test scores but only in irregular past tense forms. No significant group difference was found among the treatment groups and the control group in the results of the elicited oral imitation test used to measure implicit knowledge of the target forms. These results indicated that prompts were beneficial for short-term L2 grammatical learning of EFL learners of pre-intermediate level. The implications and limitations are discussed in terms of the role of prompts in driving L2 development.

목적 : 노인과 청년의 암묵기억과제 수행의 연령차와 의미, 지각처리에 따른 기억과제 수행 정도의 차이를 알아보기 위해 실시되었다. 연구방법 : 본 연구는 청년집단과 노인집단에게 단어어간완성검사(암묵기억과제)와 단어회상검사(외현기억과제)를 실시하여 분산 분석하였다. 의미처리 과제와 지각처리 과제는 각각 학습 단계와 검사 단계로 나누어 실시되었다. 과제 수행 순서는 암묵기억, 외현기억 순으로 이루어졌다. 결과 : 첫째, 청년과 노인 간의 기억수행에 유의한 차이가 있다. 둘째, 청년의 기억검사 수행은 통계학적으로 유의한 차이를 보였으며 노인의 기억과제 수행에서는 통계학적으로 유의한 차이는 없었다.셋째, 기억과제와 처리수준간의 상호작용이 통계학적으로 유의하였다.

목적: 본 연구의 목적은 명시적 학습에서 암묵적 요소를 최소화시킨 명시적 학습과 암묵적 학습의 운동학습 효과를 비교하기 위함이었다. 방법: 36명의 피험자들은 암묵적 운동학습 집단, 명시적 운동학습 집단, 통제집단에 각각 12명씩 무작위로 할당되었다. 피험자들은 배드민턴 경험이 없는 여자 중학생으로 구성하였다. 과제는 배드민턴 서브라인에서 반대편 코트에 위치한 목표물을 향하여 쇼트 서브를 정확하게 넣는 것이다. 본 연구에서는 명시적 운동학습 효과와 암묵적 운동학습 효과를 비교하기 위해 습득단계 3(집단) × 4(분단), 파지단계 3(집단) ×2(분단), 그리고 지연파지검사단계에서 3(집단)×2(분단)에서 반복측정분산분석을 하였다. 결과: 연구결과 습득단계에서 암묵적 운동학습 집단이 명시적 운동학습 집단보다 수행이 우수한 것으로 나타났고, 파지단계와 지연파지단계에서도 암묵적 운동학습 집단이 명시적 운동학습 집단보다 오차 값이 낮은 것으로 나타났다.