Measuring implicit and explicit knowledge in second language research

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INCIDENTAL L2 VOCABULARY ACQUISITION FROM AND WHILE READING (2015, methodology): “Confi dence ratings have indeed been previously used in the implicit-explicit learning literature as a way of dissociating conscious and unconscious knowledge of grammar (Rebuschat, 2013 ).”
Learning L2 collocations incidentally from reading (2017, background): “Sonbul & Schmitt, 2013; Webb et al., 2013), whereas others questioned this effectiveness (e.g. Szudarski, 2012). Besides, the reading treatment in Webb et al. (2013) was supported by audio, which could have led to greater gains. Most importantly, these previous studies used real collocations as thei”
TIMED AND UNTIMED GRAMMATICALITY JUDGMENTS MEASURE DISTINCT TYPES OF KNOWLEDGE (2015, background): “…implicit and explicit knowledge is now widely accepted in both cognitive psychology (Cleeremans & Jiménez, 2002 ; Dienes & Perner, 1999 ; Reber, 1976 ) and SLA (N. C. Ellis, 1994 ; R. Ellis, 2005; Rebuschat, 2013 ; Williams, 2009 ); it is also supported by neurobiological evidence (Paradis, 2004 ).”
Elicited imitation as a measure of second language proficiency: A narrative review and meta-analysis (2016, background): “Reports that only mentioned EI but did not discuss the technique in detail were excluded from this phase (e.g., Rebuschat, 2013).”