This paper reports on a study designed to explore the role of explicit knowledge in general language proficiency and the interplay of explicit and implicit knowledge in grammaticality judgments. To this end, 60 students of Tehran International School (30 NSs and 30 NNSs) were selected as the participants. A general proficiency test was used to measure their general language ability. Also, a Grammaticality Judgment Test (GJT) was developed to examine the participants\\\' ability to (i) identify and correct the errors, (ii) verbalize the violated grammatical rules, and to assess (iii) the \\\'feel\\\' or \\\'rule\\\' pattern of their judgment. The results revealed that there was a fairly strong relationship between both groups\\\' performance on the two measures. Subsequent analyses of the response patterns on GJT indicated an intricate interplay between explicit and implicit knowledge of the test-takers. It concludes with some theoretical and pedagogical implications for SLA researchers and L2 teachers.

This paper reports on a study designed to explore the role of explicit knowledge in general language proficiency and the interplay of explicit and implicit knowledge in grammaticality judgments. To this end, 60 students of Tehran International School (30 NSs and 30 NNSs) were selected as the participants. A general proficiency test was used to measure their general language ability. Also, a Grammaticality Judgment Test (GJT) was developed to examine the participants\\\' ability to (i) identify and correct the errors, (ii) verbalize the violated grammatical rules, and to assess (iii) the \\\'feel\\\' or \\\'rule\\\' pattern of their judgment. The results revealed that there was a fairly strong relationship between both groups\\\' performance on the two measures. Subsequent analyses of the response patterns on GJT indicated an intricate interplay between explicit and implicit knowledge of the test-takers. It concludes with some theoretical and pedagogical implications for SLA researchers and L2 teachers.

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