Keywords
Implicit knowledge
Explict knowledge
How to Cite
Abstract
This paper is aimed at examining which kinds of knowledge are required in questions of textual understanding in Spanish: implicit or explicit, in external exams. The theoretical framework was drawn from studies by DeKeyser (1995, 2003), Ellis (1999, 2009), Williams (2009) and Mitchell, Myles and Marsden (2013), among others. Based on such studies, we started from the hypothesis that there are differences concerning the mechanisms used and required in questions that demand implicit and explicit knowledge to learn reading in Spanish, both for analyzing the nature of knowledge and the characteristics of instruction and its implications in the process of acquisition. Thus, we analyzed, following a quanti-qualitative approach, questions regarding two informative texts in Spanish, of worldwide circulation, and results show that students scored better in answers to questions that demanded implicit knowledge, specifically related to textual understanding.
References
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