What can multi-factors contribute to Chinese EFL learners’ implicit L2 knowledge?

Abstract

Abstract The goal of second language (L2) learning is spontaneous, unreflective L2 use, relying primarily on implicit L2 knowledge. While most research has compared the methods and effects of explicit and implicit instruction, less attention has been given to individual differences (IDs) and their impact on implicit L2 knowledge. A sparse body of research has addressed the relationship between IDs and implicit L2 knowledge considering age effects and age-related language analytic ability, with conative and affective factors receiving scant attention. This paper, grounded in the control-value theory, advocates a holistic view to comprehensively investigate how language analytic ability, language learning motivation, learner beliefs, and foreign language anxiety can contribute to implicit L2 knowledge among Chinese postgraduate students. The findings indicate that cognitive, conative, and affective factors have direct or indirect effects on implicit L2 knowledge. Implications for L2 teaching and research are discussed in detail.