MEASURING IMPLICIT AND EXPLICIT KNOWLEDGE OF A SECOND LANGUAGE: A Psychometric Study

By R. Ellis. Studies in Second Language Acquisition, 2005

954 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/686691c68fd832b0e7b84d9e09d95cf8b99a5500

How researchers see this paper

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

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Spanish gender agreement under complete and incomplete acquisition: Early and late bilinguals' linguistic behavior within the noun phrase* (2011, background): “Then, since the L2 learners performed better on the written than the oral task, it could be claimed that L2 learners had not yet internalized gender rules as part of their implicit knowledge system (e.g., Ellis, 2005).”
Prompts and recasts: Differential effects on second language morphosyntax (2008, background): “However, these tasks do not necessarily impose time pressure on students – one of the criteria outlined by Ellis (2005) – and hence may permit reflection and eventually monitoring especially if the participants know that they are being evaluated.”
Is the heritage language like a second language (2012, methodology): “agreement) and were an extension of the tasks proposed by Ellis (2005). An oral imitation test, and oral narrative task and a timed grammaticality judgment task were considered measures of implicit knowledge, whereas an untimed grammaticality judgment task (GJT) and a metalinguistic knowledge test w”
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): “This is a topic that can be conceptualized in terms of the debate in the field on the nature of ‘implicit’ versus ‘explicit’ knowledge (e.g. R. Ellis, 2005), and is an important issue because language acquisition is a complex task that requires both the acquisition of knowledge as well as the…”
Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels (2016, methodology): “…with the task, the first four pictures were used for practice and the last three were targeted for analyses; and (c) to minimize the amount of conscious speech monitoring (see Ellis, 2005), speakers were given a very small amount of planning time (i.e., only 5 s) before describing each picture.”
Beyond form-focused instruction: Reflections on past, present and future research (2010, background): “Some researchers have argued that simple features can be taught but that complex ones are probably best learned implicitly (Krashen 1982; Reber 1989), via exposure to language.”
Collaborative and individual output tasks and their effects on learning English phrasal verbs (2010, background): “…(SLA) research has demonstrated a need for classroom activities that promote both communicative interaction and attention to form in second language (L2) classrooms (e.g. Doughty & Williams, 1998 ; Lightbown, 1998; Ellis, 2003, 2005 ; Williams, 2005; Long, 2006; Nassaji & Fotos, 2007; Pica, 2007).”
How similar are adult second language learners and Spanish heritage speakers? Spanish clitics and word order (2009, background): “…speakers tested in this study may use or may have more implicit than explicit knowledge of clitics comes from the advantages observed in the oral narrative task and in the speeded comprehension task, two tasks that supposedly minimize the use of metalinguistic knowledge (Ellis, 2005; Jiang, 2007).”
Interactions between Type of Instruction and Type of Language Feature: A Meta-Analysis. (2010, background): “Not only do we need more studies to examine the contributions of instruction to different types of L2 knowledge, perhaps more importantly is the need for validation studies of measures of implicit (and explicit) knowledge (Ellis, 2005).”
THE CONSTRUCT VALIDITY OF GRAMMATICALITY JUDGMENT TESTS AS MEASURES OF IMPLICIT AND EXPLICIT KNOWLEDGE (2013, methodology): “However, only a few studies have examined their construct validity as measures of implicit and explicit knowledge (Bowles, 2011 ; R. Ellis, 2005 ), and even fewer have explored in detail how features of these tests, such as time pressure and task stimulus, affect their construct validity (Loewen,…”