In this commentary, we summarize the findings of the seven included studies that examined implicit language aptitude from various perspectives and highlight issues to be resolved in the validation of this new construct in second language research. We start by providing an overview of the contributions of the studies. We then identify the lack of convergent validity of the measures of implicit aptitude reported in the included studies and problematize the equally varied nature of the measurement of implicit knowledge—the outcome variable of aptitude research—and related concepts. In particular, by drawing on empirical evidence and theoretical claims, we attempt to clarify the relationships between implicit and explicit knowledge, implicit and explicit learning, and implicit and explicit instruction. Next, we draw attention to the interactions reported by the included studies between aptitude and outcome measures and between aptitude and instruction type, emphasizing the value and importance of interactional research. We conclude by making recommendations for future research.

中文翻译：

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结语

在这篇评论中，我们总结了七项纳入研究的结果，这些研究从不同的角度检查了内隐语言能力，并强调了在第二语言研究中验证这一新结构时需要解决的问题。我们首先概述这些研究的贡献。然后，我们确定了纳入研究中报告的内隐能力测量缺乏收敛有效性，并对内隐知识测量（能力研究的结果变量）和相关概念的同样不同的性质提出了质疑。特别是，通过借鉴经验证据和理论主张，我们试图阐明内隐知识和外显知识、内隐学习和外显学习、内隐教学和外显教学之间的关系。下一个，我们提请注意纳入研究报告的能力和结果测量之间以及能力和教学类型之间的相互作用，强调相互作用研究的价值和重要性。最后，我们为未来的研究提出建议。