Protocol Based Approach for Tacit to Explicit Knowledge Conversion

In the knowledge management domain, the conversion of tacit knowledge to explicit knowledge is critical because it is a prerequisite to the knowledge amplification process wherein knowledge becomes part of an organization＇s knowledge network. Although codified knowledge and its capture is commonplace, tacit knowledge has up until recent years proved elusive in its inclusion within the organization＇s knowledge base. In this paper, the conversion process has been dealt with the help of protocols. It is learned that while structure may significantly improve the tacit to explicit conversion process, it also may matter how the structure is employed. It is anticipated that eventual successful modeling of such knowledge will ultimately be undertaken in several organizations with a view to improving information capture and transference.

The Effects of Recasts and Working Memory on the Development of Implicit and Explicit Knowledge

This paper aims to investigate the effects of recasts and working memory on the acquisition of Korean morphological causatives by advanced Chinese learners of Korean. Participants were randomly assigned to two groups： A experimental group and a control group. The experimental group received intensive recasts during task-based interaction, whereas the control group did not. The effects of recasts were measured by two types of tests： An elicited imitation test, as a measure of implicit knowledge, and an untimed grammaticality judgment test, as a measure of explicit knowledge. The findings are as follows. First, from the pretest to the delayed posttest, recasts facilitated the learners＇ acquisition of causative construction by developing both their implicit and explicit knowledge. Second, the results of delayed posttests showed that recasts were more effective in aiding the development of implicit knowledge than explicit knowledge. Third, working memory was found to be a significant covariate in the facilitative effects of recasts on explicit knowledge; that is, it mediated the development of explicit knowledge via recasts as a significant individual difference factor. The effects of recasts were maintained even when the impact of working memory was controlled. （189 words）

The Correlation between Explicit Grammatical Knowledge,Implicit Grammatical Knowledge and Reading Comprehension Ability of Senior High School Students

The role of grammar in language teaching has always been the question that researchers debate.In recent years,grammar knowledge has been distinguished in the foreign language acquisition research,namely the implicit knowledge and the explicit knowledge(Dai Manchun 2005;Gu Qiyi 2005).As to the reaserch of implicit and explicit grammar knowledge as well as their measurement,it is easy to find that many scholars have studied the role of two different kinds of grammar knowledge in second language development.But the research on the role of implicit and explicit grammar knowledge in second language reading comprehension is too few,not to mention the research on the role of implicit and explicit grammar knowledge in English reading comprehension in the senior high school.The purpose of this study is to find the relationship between implicit and explicit grammatical knowledge and English reading comprehension ability of senior high school students.In addition,since the vocabulary is important to reading comprehension,this factor will also be considered in the study.

Effects of Written Corrective Feedback on College EFL Students’Writing Accuracy and Linguistic Knowledge Acquisition

Set at the interface between second language acquisition and second language writing,this study examines how different types of written corrective feedback(WCF)influence the writing accuracy of Chinese college students learning English as a Foreign Language(EFL)and whether WCF facilitates the students’grasp of the focused linguistic knowledge.The participants(n=60)were divided into direct correction group(n=20),indirect error-coding group(n=20)and metalinguistic explanation group(n=20).The three groups wrote four essays in two months and received WCF for the first three essays on the five targeted error types,namely tense errors,confusion of different forms of a word,word(articles,prepositions,etc.)missing,errors in subjectverb agreement and inappropriate verb-noun collocations.The results show that all three types of WCF improved students’writing accuracy but none of them had any statistical advantage,and the metalinguistic WCF was more effective than the other two forms in facilitating the acquisition of the targeted linguistic features.These results shed some light on teaching and consolidation of language points through writing in EFL contexts.

Global Value Chain Embeddedness,Knowledge Spillovers,and Clustered Firms' Innovation Performance

Empirical evidence of the effects of global value chain( GVC) embeddedness on clustered firms' innovation is presented in this paper. The intermediary roles of the two types of knowledge spillover( explicit and implicit) in GVC embeddedness and clustered firms' innovation are considered, and the effects of structure embeddedness,relationship embeddedness,and acknowledgement embeddedness on clustered firms' innovation are examined. Analysis is based on the sample of 134 export-oriented firms from the Shaoxing industrial cluster in Zhejiang province of China. Results show that although GVC embeddedness is associated with high use of external knowledge sources,clustered firms' innovation is promoted indirectly through explicit knowledge spillover. Intrinsic connections exist among the different dimensions of GVC embeddedness,that is,structure embeddedness not only directly improves relationship embeddedness but also indirectly improves acknowledgement embeddedness through relationship embeddedness.

Lexical Bundles and Implicit Lexical Knowledge

In recent years, there have been emergent interests in L2 learners＇ implicit lexical knowledge. Researchers employed psycholinguistic methods to investigate the online processing of formulaic sequences in L2 （idioms and collocations） and find evidence for holistic processing of the target linguistic sequences. This paper reviews and comments on lexical bundles and related concepts, trying to make clear this well focused research area in second language acquisition （SLA）. Literature is reviewed and criticized on frequency effect in L2 learning, formulaic sequences, and implicit/explicit knowledge/learning, including their theoretical basis, methodology, and conclusion. In this paper, the author argues that sufficient practice, either receptive or productive, can turn explicit knowledge implicit, making it automatically accessed and retrieved. Suggestions on further study in lexical bundles are given.

A Case Study of the Explicit and Implicit Teaching:Based on a Senior High Grammar Course

More researchers have been attempting to clarify some appropriate approaches in teaching and learning grammar especially in the implicit or explicit way. I would attempt to find out some hints in the grammar course offered by a senior teacher of a senior high in order to provide some ideas and inspirations toward future teaching and researches.

Modeling the factors that influence knowledge transfer in mergers and acquisitions

This paper constructs a model on the factors that influence knowledge transfer in mergers and acquisitions(M&A) and validates it via questionnaire surveys. Using 125valid collected questionnaires, multiple linear regression analysis and hierarchical regression analysis showed that five out of the ten factors had a positive effect on knowledge transfer effect. The ranking of factor importance, from high to low, was knowledge explicitness, relationship quality, learning intent, advanced transfer activities, and learning capability, which is fairly consistent with positive factors observed in other interorganizational knowledge transfer researches. Our results also showed that one of the control variables(size of acquired firm) had neither a direct or indirect effect on knowledge transfer in M&A. Additionally, our research found that knowledge distance and degree of M&A integration had a positive influence on knowledge transfer effect at the early stage after M&A, but had a negative influence at the late stage. Based on this research, several suggestions for knowledge transfer in M&A are proposed.

Skill Analysis of Highly Skilled Worker in Optical Fiber Fusion Splicing

In this study, information related to optical fiber fusion splicing skills is consolidated by extracting explicit knowledge of the proficiency levels of skilled technicians in two ways. The first is to visually capture and quantify those skills by identifying differences in the skill levels of a nationally certified technician and a highly skilled expert technician using motion capture software, the other is to explore the relevance of the operation and thinking processes by interviewing the expert technician and then attempt to quantify empirical tacit knowledge by an analysis of mobile tracking views using motion capture software. The results show that a technician＇s ability to engage in ＂sensory thinking＂, such as the proper management of visual and tactile cues, is the most important component of his or her proficiency during optical fiber fusion splicing operations, and it was clear that operations were complemented when work path movements were reduced.

Experienced College Instructors＇ Personal Epistemology in Teaching Social Studies and Their Perception of Using Technology

Experience includes explicit and tacit knowledge. Explicit knowledge is from a person＇s ＂espoused theory＂ which is what a person believes and claims to follow. Tacit knowledge is from a person＇s ＂theory-in-use＂ which lies behind a person＇s action or behavior. The knowledge of teaching demonstrated in the classroom can be referred to as tacit knowledge or theory-in-use which is often the theory behind the practice of experienced teachers. Freema Elbaz （1983） points out that the ＂experience＂ is referred to as ＂practical knowledge＂, which ＂provides the basis for a conceptualization which sees the teacher as possessing valuable resources＂ （6） and allows teachers to explicitly indicate and tacitly demonstrate their experience in teaching. The purpose of the study is to investigate how experienced college instructors apply their good teaching qualities to teaching social studies. The participants are three experienced college instructors teaching social studies. A concept map and a final reflection are used to elicit experienced instructors＇ personal epistemology in teaching social studies and their perception of technology use in the classroom. Each participant was asked to generate nine good teaching qualities and draw their concept map based on the nine qualities. Their concept maps reflected their theory-in-use and showed the relationship among their teaching qualities by displaying them together in a graphic form and how each teaching quality is connected to another. Participants＇ technology use was also explored to get their perception of the role of technology and their actual use of it in teaching. Then they were asked to validate their concept map data and reflect on their classroom teaching and use of technology. The findings show the three instructors taught under different schema and decided what their means and ends should be and how technology can help facilitate teaching and learning. However, most of them seemed to treat the content （e.g., democracy education） as their ends and thus used pedagogy （e.g., technology） as the means to reach the ends. Their technology use also reflected their perception of technology in teaching and revealed their limited understanding of technology integration, which leads to potential problems.