1. Implicit and Explicit Learning, Knowledge and Instruction

By R. Ellis. 2009

323 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/5ec0633509ac14ba2474bf1930a970e79ad2bf32

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In Developmental and Educational Psychology

1. Masatoshi Sato
2. Suhad Sonbul
3. R. Lyster
4. M. Pawlak
5. N. Schmitt
6. Kazuya Saito
7. Hossein Nassaji
8. E. Peters

Citations in the corpus

• Explicit and Implicit Lexical Knowledge: Acquisition of Collocations Under Different Input Conditions (2013, background): “The first two learning conditions are operationalized (following Reinders & R. Ellis, 2009) from an input perspective, as follows: Enriched input: “input that has been seeded with the target structure so that learners are exposed to high frequency over a period of time.””
• Investigating language learning strategies: Prospects, pitfalls and challenges (2019, background): “such that is activated quickly and can thus be drawn on in spontaneous communication) (DeKeyser, 2010, 2017; Ellis, 2009).”
• PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “This is because accessing procedural knowledge (or implicit knowledge; 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…”