2. Measuring Implicit and Explicit Knowledge of a Second Language

By R. Ellis. 2009

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Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge (2012, background): “Each lesson began by explaining the ‘form/function’ mappings of articles (Batstone & Ellis, 2009), and concluded with 20 multiple-choice questions focusing on form.”
THE CONSTRUCT VALIDITY OF GRAMMATICALITY JUDGMENT TESTS AS MEASURES OF IMPLICIT AND EXPLICIT KNOWLEDGE (2013, background): “R. Ellis ( 2005 , 2009 ) and Loewen (personal communication, October 30, 2009) expressed their concerns regarding timed GJTs as a valid measure of implicit knowledge.”
Isolated and Integrated form-focused instruction: Effects on different types of L2 knowledge (2014, background): “These task characteristics are considered to encourage greater use of implicit rather than explicit L2 knowledge (Ellis, 2005, 2009).”
Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners (2014, background): “It was found that starting age did not correlate significantly with any of the measures of oral performance in an oral narrative task in which early starters could have used implicit knowledge (Ellis 2005) acquired in childhood.”