THEORETICAL AND EMPIRICAL ISSUES IN THE STUDY OF IMPLICIT AND EXPLICIT SECOND-LANGUAGE LEARNING: Introduction

By J. Hulstijn. Studies in Second Language Acquisition, 2005

284 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/4b56b4f508b7db3088bf1d41871e710b442b2942

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In Developmental and Educational Psychology

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Citations in the corpus

Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge (2012, background): “This measurement problem has been pointed out as having added to the controversy regarding the efficacy of explicit instruction (Hulstijn, 2005).”
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “…see R. Ellis, 2009 b; Ortega, 2009 , for discussion concerning procedural and implicit knowledge) requires fast retrieval from memory (DeKeyser, 2003 ; N. Ellis, 2002 ; R. Ellis, 2005 ; Hulstijn, 2005 ), which can be accounted for by the power law of practice (Newell & Rosenbloom, 1981 ).”
An operational definition of the emergence criterion (2007, background): “It is difficult to empirically demonstrate for every instance of language production if one or the other, or both, are involved (Hulstijn 2005), although ‘this is a question of considerable importance to SLA researchers, for it is implicit rather than explicit knowledge that is deemed indicative of…”
Metalinguistic Knowledge and Language Ability in University-Level L2 Learners (2008, background): “While implicit knowledge is knowledge that cannot be brought into awareness or articulated, explicit knowledge is declarative knowledge that can be brought into awareness and that is potentially available for verbal report (e.g. Anderson 2005; Hulstijn 2005).”
Processing tense/aspect-agreement violations on-line in the second language: A self-paced reading study with French and German L2 learners of English (2013, background): “The distinction between implicit and explicit knowledge refers to whether or not that knowledge is intuitive and available for automatic processing (implicit), or consciously available through effortful, controlled processing (explicit) (e.g. R. Ellis et al., 2006; Hulstijn, 2005).”