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 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.

The role of oral corrective feedback (CF) in second language (L2) learning has been extensively investigated. However, little attention has been given to the relationship between different types of CF and explicit/implicit L2 knowledge. For this reason, the present study explored the effects of recasts and metalinguistic feedback on the development of explicit and implicit knowledge of the English articles. Sixty-three university students enrolled in intermediate Communication English classes participated, and they were assigned into a metalinguistic group, a recast group, and a control group. While the students engaged in meaning-based activities (i.e., retelling stories), the feedback groups received respective CF on the errors of English articles and the control group did not receive any feedback. Untimed grammatical judgement tests were employed to measure the students’ improvement of explicit knowledge and elicitation oral imitation tests were used to examine their gains of implicit knowledge. The study found that both recasts and metalinguistic feedback equally facilitated the development of explicit knowledge over time. However, they were not as effective as in the improvement of implicit knowledge, showing a short-term effect on the development.

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.