This paper investigates how the French second person pronouns, tu and vous, are acquired by Korean learners of French. This is specifically approached from an interlanguage pragmatics research viewpoint, focusing upon the status of the learners’ pragmalinguistic and sociopragmatic knowledge (whether they are explicit or implicit). It is hypothesized that Korean learners of French will face diff...

With the development of internationalization and globalization, Chinese-foreign cooperative universities are established to attract more international scholars students, provide chances for Chinese students experience English Medium Instruction (EMI) courses. From universities’ official website pages, propaganda immersion education. In that case, learning academic content knowledge requires stu...

This paper draws on an approach that conceptualizes L2 learning difficulty in terms of implicit and explicit knowledge. In a study with L1 Mexican Spanish university-level learners (n=30), their teachers (n=11) and applied linguistics experts (n=3), we investigated the relationship between (a) these groups’ difficulty judgements of 13 selected L2 English structures and (b) perceived learning di...

This paper discusses proposed characteristics of implicit linguistic and explicit metalinguistic knowledge representations as well as the properties of implicit and explicit processes believed to operate on these representations. In accordance with assumptions made in the usage-based approach to language and language acquisition, it is assumed that implicit linguistic knowledge is represented i...

Early research on implicit attitudes and implicit biases emphasized the “directness” of the link between apparent triggers of those attitudes and behavior. For example, Bargh and colleagues argued that there is a direct link between the perception of cues relevant to one’s implicit attitudes and behavior; they write (1996, 231): “social behavior is often triggered automatically on the mere pres...