抄録
This study looked at the effects of declarative knowledge, (information that consists of facts consciously learned in a formal classroom), on procedural knowledge, (knowledge for real use of declarative knowledge), by examining the correlation between the two different types of knowledge. The study also examined the correlation of declarative knowledge with reading in which students presumably use different knowledge intrinsically to just declarative knowledge or procedural knowledge alone. We believe investigation into the relationships of various types of knowledge is crucial to improve the practice of measurement and evaluation, or Language Testing Practice in English education in Japan. The result showed that there was a moderate degree of correlation between declarative knowledge and procedural knowledge from the point of view of fluency and complexity in a writing task, and little correlation between declarative knowledge and accuracy in writing. In terms of the correlation between declarative knowledge and reading, there was little correlation. The possible reasons for the findings, pedagogical implications, and suggestions are discussed.
