The Definition and Measurement of L2 Explicit Knowledge

By R. Ellis. 2004

433 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/67c6b3c3cf125c4d6ec556afc6e827f5e08e507d

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Citations in the corpus

Instructed pragmatics at a glance: Where instructional studies were, are, and should be going (2015, background): “It is learned faster than implicit knowledge, which is acquired through an exemplar-based approach by accumulating and storing chunks of information (R. Ellis 2004, 2005).”
A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners (2011, neutral): “Studies indicate the importance of using multiple assessments (Beretta & Davies, 1985; Schmitt, 1994; Laufer, 1998; Ellis, 2004, 2005; Takimoto, 2009).”
Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, background): “Explicit knowledge denotes a conscious awareness of grammatical rules and the appropriate meta-language for labeling and verbalizing this knowledge (Ellis, 2004).”
RELATIONSHIP BETWEEN LEXICAL COMPETENCE AND LANGUAGE PROFICIENCY: Variable Sensitivity (2005, background): “…L2 learners who acquired English through formal instruction; in general, formal instruction is thought to promote the development of explicit knowledge ~Ellis, 2004!+ In any event, it is of value to have experimental support for the idea that at the higher levels of proficiency, L2 learners’…”
INCIDENTAL FOCUS ON FORM AND SECOND LANGUAGE LEARNING (2005, background): “…a consolidation of previously existing knowledge+ If this issue is phrased in terms of learner’s implicit and explicit L2 knowledge ~Bialystok, 1994; Ellis, 2004!, it is possible that the FFE represents a lack of implicit, proceduralized knowledge on the part of the learner, which prevents…”
LEARNING WITHOUT AWARENESS REVISITED (2010, background): “Additionally, SLA researchers, such as Bialystok ( 1979 ) and Ellis ( 2004 ), cautioned against the assumption that rule verbalization is an accurate measure of awareness.”
Engagement with language: interrogating a construct (2009, methodology): “Following Ellis’s (2004) methodology (Figure 1 above) it is hoped that for any researcher wishing to conduct research on Engagement, the model presented above might help inform the choice of research design and measurement instruments, as well as the approach to data analysis, and that it will also ”
THEORETICAL AND EMPIRICAL ISSUES IN THE STUDY OF IMPLICIT AND EXPLICIT SECOND-LANGUAGE LEARNING: Introduction (2005, background): “…differ in the extent to which one has or has not (respectively) an awareness of the regularities underlying the information one has knowledge of, and to what extent one can or cannot (respectively) verbalize these regularities (Anderson & Lebiere, 1998, p. 5; Bialystok, 1982; R. Ellis, 2004).”
MEASURING IMPLICIT AND EXPLICIT KNOWLEDGE OF A SECOND LANGUAGE: A Psychometric Study (2005, background): “…phenomena+ Importantly, learners’ explicit knowledge exists independently of both the metalanguage they know and their ability to explain rules ~R+ Ellis, 2004!+2 Thus, as Bialystok ~1979! pointed out many years ago, having learners verbalize rules provides a rather conservative picture of what…”
THE CONSTRUCT VALIDITY OF GRAMMATICALITY JUDGMENT TESTS AS MEASURES OF IMPLICIT AND EXPLICIT KNOWLEDGE (2013, background): “In relation to these tasks, R. Ellis ( 2004 ) discussed three principal processing operations in which learners may engage when carrying out a GJT: (a) semantic processing (i.e., “understanding the meaning of a sentence” [p. 256]); (b) noticing (i.e., deciding whether or not there is something…”