DOES FORM-FOCUSED INSTRUCTION AFFECT THE ACQUISITION OF IMPLICIT KNOWLEDGE?

By R. Ellis. Studies in Second Language Acquisition, 2002

387 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/5d8f492b4cce30b352aa463a7be9fb0451ea7a19

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Kazuya Saito
2. N. Spada
3. K. Rajagopalan
4. N. Schmitt
5. Yukie Saito
6. R. Lyster
7. Yasuyo Tomita
8. Suhad Sonbul

In Language and Linguistics

1. Kazuya Saito
2. K. Rajagopalan
3. N. Spada
4. R. Lyster
5. N. Schmitt
6. Yukie Saito
7. Yasuyo Tomita
8. Luke Plonsky

In Literature and Literary Theory

1. Kazuya Saito
2. N. Spada
3. K. Rajagopalan
4. Yasuyo Tomita
5. M. Akakura
6. N. Schmitt
7. R. Lyster
8. Suhad Sonbul

Citations in the corpus

• Using a Corpus-Based Lexicogrammatical Approach to Grammar Instruction in EFL and ESL Contexts. (2009, background): “…on the issue, including those demonstrating the importance and benefits of grammar instruction on students’ language acquisition (N. Ellis, 2005; R. Ellis, 2001, 2002; Philp, 2003; Yuan & Ellis, 2003) and those advocating new theories and approaches to grammar instruction (Conrad, 2000; R. Ellis,…”
• Interactions between Type of Instruction and Type of Language Feature: A Meta-Analysis. (2010, background): “However, there are concerns about whether tasks such as these actually serve as a measure of automatized explicit knowledge rather than implicit knowledge (Ellis, 2002; Housen et al., 2005).”
• MEASURING IMPLICIT AND EXPLICIT KNOWLEDGE OF A SECOND LANGUAGE: A Psychometric Study (2005, background): “…by drawing on their implicit knowledge+ With regard to implicit knowledge, spontaneous production tasks are probably the best means of elicitation ~R+ Ellis, 2002!, but, again, we cannot be sure that learners do not access at least some explicit knowledge, especially when the task involves…”
• Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi- Experimental Intervention Studies (2012, methodology): “…paid considerable attention to the effectiveness of instruction on L2 morphosyntax development, and the findings of relevant empirical studies have been extensively summarized using narrative review methods (e.g., Ellis, 2002) as well as meta-analytic review methods (e.g., Spada & Tomita, 2010).”
• REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT (2012, background): “…can notice and practice target linguistic features during meaningful discourse, which in turn enhances (a) their form-meaning mappings (Doughty, 2003 ; Ellis, 2002 ; VanPatten, 2004 ) and (b) their gradual transition from effortful to automatic use of rules (DeKeyser, 2003 , 2007 ; Lyster, 2007 ).”
• Explicit and Implicit Lexical Knowledge: Acquisition of Collocations Under Different Input Conditions (2013, background): “Since the 1980s, many studies have been conducted to compare the effectiveness of various direct and indirect instructional conditions on the development of explicit and implicit grammatical knowledge (for reviews, see R. Ellis, 2002; Long, 1983).”
• The Routledge handbook of English language teaching (2018, background): “In short, exploring and understanding the conceptual motivations in language usages may help make language learning more interesting and effective (see Langacker, 2008).”
• Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge (2012, background): “But the fundamental issue regarding the role of instruction in developing non-salient L2 forms continues to be debated (DeKeyser, 2005; R. Ellis, 2002, 2008; Krashen, 2003).”
• Form‐Focused Instruction: Isolated or Integrated? (2008, background): “This definition corresponds to focus on form (both planned and incidental) as defined by Ellis (2002a) and by Doughty and Williams (1998).”
• The effect of processing instruction and dictogloss tasks on acquisition of the English passive voice (2008, background): “A number of comprehensive reviews have shown that, in general, focus on form facilitates second language (L2) learners’ acquisition of target morpho-syntactic forms or features (e.g. Doughty & Williams, 1998; Ellis, 2002; Norris & Ortega, 2000).”
• Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners (2017, background): “…can notice and practice target linguistic features during meaningful discourse, which in turn enhances their ‘form–meaning mappings’ (Doughty, 2003; Ellis, 2002; VanPatten, 2004) and helps them transfer what they have learned to the real world (Lightbown, 2008; Trofimovich & Gatbonton, 2006).”