The aim of our study was to examine the longitudinal associations between two forms of second language (L2) knowledge (i.e., explicit and implicit knowledge) and the activity types that facilitate different processing mechanisms (i.e., form- and meaning-focused processing). L2 English speakers completed two tests of explicit knowledge (untimed written grammaticality judgment test and metalinguistic knowledge test) and three tests of implicit knowledge (timed written grammaticality judgment test, oral production, and elicited imitation) at the beginning and the end of a semester of university-level study. To track engagement in the activity types, participants completed self-reported language exposure logs across five days throughout the semester. The results from an autoregressive cross-lag analysis suggest L2 explicit and implicit knowledge influenced each other reciprocally over time. Neither activity type predicted knowledge development. We conclude that language acquisition is a developmental process typified by a dynamic, synergistic interface between explicit and implicit knowledge.

我们研究的目的是检查两种形式的第二语言（L2）知识（即显性知识和隐性知识）与促进不同处理机制（即以形式和意义为中心的处理）的活动类型之间的纵向关联。L2英语使用者在学期开始和结束时完成了两项显性知识测试（不限时书面语法判断测试和元语言知识测试）和三项隐性知识测试（限时书面语法判断测试、口语表达和引发模仿）。大学水平的学习。为了跟踪活动类型的参与度，参与者在整个学期的五天内完成了自我报告的语言接触日志。自回归交叉滞后分析的结果表明，L2 显性知识和隐性知识随着时间的推移相互影响。这两种活动类型都无法预测知识的发展。我们得出的结论是，语言习得是一个以显性知识和隐性知识之间动态、协同界面为代表的发展过程。