Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching

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Overview

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.
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Product Details

  • ISBN-13: 9781847691750
  • Publisher: Channel View Publications Ltd
  • Publication date: 6/15/2009
  • Series: Second Language Acquisition Series , #42
  • Pages: 360
  • Product dimensions: 6.20 (w) x 9.30 (h) x 1.10 (d)

Meet the Author

Rod Ellis is Professor of Applied Language Studies in the University of Auckland and a visiting Professor at Shanghai International Studies University. His publications includes articles and books on second language acquisition, language teaching and teacher education. His most recent is The Study of Second Language Acquisition 2nd Edition (Oxford University Press, 2008). He is also editor of the journal Language Teaching Research.
Shawn Loewen is an assistant professor in the Second Language Studies program at Michigan State University. He specializes in second language acquisition and L2 classroom interaction. His recent research has investigated the occurrence and effectiveness of incidental focus on form in a variety of L2 contexts.
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. She is coeditor (with Glenn Fulcher) of the journal Language Testing. She is author with Alan Davies et. al. of the Dictionary of Language Testing and co-editor of Experimenting with Uncertainty (CUP: 2001) Handbook of Applied Linguistics (Blackwell, 2004).
Rosemary Erlam is lecturer in the Department of Applied Language Studies and Linguistics at the University of Auckland. She comes to Applied Linguistics from backgrounds in Speech-Language Therapy and French teaching. Her research interests include teacher education, form-focused instruction and issues pertinent to the New Zealand educational context.
Jenefer Philp is a lecturer at the University of Auckland. Her experimental and classroom based research centers on the role of interaction in second language development by adults and children She has recently co-edited a book titled Second language acquisition and the younger learner: Child's play?, published by John Benjamins.
Hayo Reinders (www.hayo.nl) is Editor of Innovation in Language Learning and Teaching. He was previously Director of the English Language Self-Access Centre and Visiting Professor at Meiji University in Tokyo. His research interests are in the areas of computer-assisted language learning and learner autonomy.
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Table of Contents

Part 1 Introduction

Chapter 1 Implicit and explicit learning, knowledge and instruction

Part 2 The measurement of implicit and explicit knowledge

Chapter 2 Defining and measuring implicit and explicit knowledge of a second language

Chapter 3 Elicited oral imitation as a measure of implicit knowledge

Chapter 4 Grammaticality judgement tests and the measurement of implicit and explicit L2 knowledge

Chapter 5 Validating a metalinguistic test

Part 3 Applying the measures of implicit and explicit knowledge

Chapter 6 Investigating learning difficulty as implicit and explicit knowledge

Chapter 7 Implicit and explicit knowledge of an L2 and language proficiency

Chapter 8 Pathways to proficiency: Learning experiences and attainment in implicit and explicit knowledge of English as a second language

Chapter 9 Exploring the metalinguistic knowledge of teacher trainees

Part 4 Form-focused instruction and the acquisition of implicit and explicit knowledge

Chapter 10 The roles of output-based and input-based instruction in the acquisition of L2 implicit and explicit knowledge

Chapter 11 The incidental acquisition of 3rd persons as L2 implicit and explicit knowledge

Chapter 12 The effects of two types of input on the acquisition of L2 implicit and explicit knowledge

Chapter 13 Implicit and explicit corrective feedback and the acquisition of L2 Grammar

Part 5 Conclusion

Chapter 14 Retrospect and prospect

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