Development of implicit and explicit knowledge of predicates in secondary schools

In this article we will treat the following research questions: How do students of varying school types and levels solve tasks concerning the predicate and the position of the verb? In what way do they access syntactic phenomena? And finally, what syntactic knowledge and representations do they apply? To answer these questions, we will draw on three different research contexts and bring together empirical data from different studies. To analyze the data, we will proceed with a quantitative analysis using statistical methods as well as a qualitative analysis applying structured contents analysis.