Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching
by Ellis, Rod; Loewen, Shawn; Elder, CatherineFormat: Hardcover
Pub. Date: 2009-06-19
Publisher(s): Multilingual Matters
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Summary
Implicit/ explicit knowledge constitutes a key distinction in the study of second language acquisition. This book reports a project that investigated ways of measuring implicit/explicit L2 knowledge, the relationship between the two types of knowledge and language proficiency, and the effect that different types of form-focused instruction had on their acquisition.
Author Biography
Rod Ellis is Professor of Applied Language Studies in the University of Auckland and researches second language acquisition, language teaching and teacher education. Shawn Loewen is an assistant professor in the Second Language Studies program at Michigan State University and specializes in second language acquisition and L2 classroom interaction. Catherine Elder is Associate Professor in the School of Languages and Linguistics and Director of the Language Testing Research Centre at the University of Melbourne. Rosemary Erlam is lecturer in the Department of Applied Language Studies and Linguistics at the University of Auckland. Jenefer Philp is a lecturer at the University of Auckland and her research centers on the role of interaction in second language development by adults and children. Hayo Reinders is Editor of Innovation in Language Learning and Teaching and he was previously Director of the English Language Self-Access Centre at Meiji University in Tokyo.
Table of Contents
| Introduction | |
| Implicit and explicit learning, knowledge and instruction | |
| The measurement of implicit and explicit knowledge | |
| Defining and measuring implicit and explicit knowledge of a second language | |
| Elicited oral imitation as a measure of implicit knowledge | |
| Grammatically judgement tests and the measurement of implicit and explicit L2 knowledge | |
| Validating a metalinguistic test | |
| Applying the measures of implicit and explicit knowledge | |
| Investigating learning difficulty as implicit and explicit knowledge | |
| Implicit and explicit knowledge of an L2 and language proficiency | |
| Pathways to proficiency: Learning experiences and attainment in implicit and explicit knowledge of English as a second language | |
| Exploring the metalinguistic knowledge of teacher trainees | |
| Form-focused instruction and the acquisition of implicit and explicit knowledge | |
| The roles of output-based and input-based instruction in the acquisition of L2 implicit and explicit Knowledge | |
| The incidental acquisition of 3rd person -s as L2 implicit and explicit knowledge | |
| The effects of two types of input on the acquisition of L2 implicit and explicit knowledge | |
| Implicit and explicit corrective feedback and the acquisition of L2 Grammar | |
| Conclusion | |
| Retrospect and prospect | |
| Table of Contents provided by Ingram. All Rights Reserved. |
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