Implicit and Explicit Learning

By R. Dekeyser. 2008

862 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/283879dd81f998737962f5832feea3134204f35d

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Current Issues in Heritage Language Acquisition (2010, background): “4 This particular position within generative linguistics is echoed within cognitive and neurolinguistic perspectives on L2 acquisition, which do not necessarily view language and language learning by children as innate, but as part of general cognition, and take into account the distinction between ”
Temporal dynamics of late second language acquisition: evidence from event-related brain potentials (2009, background): “hypothesis’ (Bley-Vroman, 1989), young children acquire their L1 implicitly with UG mechanisms, whereas late language learners depend largely on explicit, domain general cognitive functions (see also DeKeyser and Larson-Hall, 2002; DeKeyser, 2003; 2005).”
How similar are adult second language learners and Spanish heritage speakers? Spanish clitics and word order (2009, background): “Although differing from the generative approach in specific details, cognitive and neurolinguistic approaches to L2 acquisition and bilingualism make a distinction between implicit and explicit learning and storage of language (DeKeyser, 2003; Paradis, 2004).”
REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT (2012, methodology): “…restructure and develop interlanguage representations, they are ready to engage in FFI activities to repetitively practice the target feature in production under communicatively authentic contexts to proceduralize their declarative knowledge—namely, the practice phase (DeKeyser, 2003 , 2007 ).”
THE CONSTRUCT VALIDITY OF GRAMMATICALITY JUDGMENT TESTS AS MEASURES OF IMPLICIT AND EXPLICIT KNOWLEDGE (2013, background): “Time pressure, however, is not a guarantee that explicit knowledge cannot be retrieved, particularly if this knowledge has been automated (see DeKeyser, 2003 , 2009 ).”
Isolated and Integrated form-focused instruction: Effects on different types of L2 knowledge (2014, background): “Thus it is possible that learners were accessing their proceduralized explicit knowledge while completing the OPT rather than proceduralized implicit knowledge (DeKeyser, 2003).”