Scrutinizing LLAMA D as a measure of implicit learning aptitude

Abstract Since Gisela Granena’s influential work, LLAMA D v2, a sound recognition subtest of aptitude tests, has been used as measure implicit learning in second language acquisition research. The validity this test, however, is little known and the results studies with instrument have somewhat inconsistent. In study, we tested hypothesis that researchers’ variable test instructions are source inconsistent results. One hundred fourteen English monolinguals were randomly assigned to take v2 under one three instruction conditions. They also completed two explicit discrimination test. showed that, regardless type instructions, scores did not align scores, indicating no clear evidence being implicit. On contrary, negatively associated on Serial Reaction Time (SRT) task, but only condition where drew participants’ focal attention stimuli. This negative association was interpreted working against SRT task. Implicit may be degree which able process input without attention.