Theoretical and empirical issues in the study of implicit and explicit second-language learning

By J. Hulstijn. 2005

196 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/5cb3fad97d599061c4ef4d61d18f0776aa9a949b

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

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).”
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…”
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).”
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 ).”
Cognitive Perspectives on SLA: The Associative-Cognitive CREED (2006, background): “…CREED is especially concerned in this particular interface between explicit and implicit learning in SLA (Ellis in press-a, 1994; Hulstijn & Ellis 2005; Krashen 1982; Reber 1993) and the general involvement of consciousness in cognition (Baars 1988, 1997; Baars, Banks, & Newman…”
English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis (2012, background): “Theory (DeKeyser, 2003; Ellis, 1994; Hulstijn, 2005; Robinson, 1995; Schmidt, 1990) and research (see reviews by DeKeyser, 2003; Norris & Ortega, 2000; Spada & Tomita, 2010) suggest that L2 development benefits from varied forms of explicit language instruction, including in content-area classrooms ”