Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching

By R. Ellis, S. Loewen, C. Elder, R. Erlam, Jenefer Philp, Hayo Reinders. 2009

425 citations recorded by the source corpus.

Part 1: Introduction Chapter 1 Implicit and explicit learning, knowledge and instruction - Rod EllisPart 2: The measurement of implicit and explicit knowledge Chapter 2 Defining and measuring implicit and explicit knowledge of a second language - Rod Ellis Chapter 3 Elicited oral imitation as a measure of implicit knowledge - Rosemary Erlam Chapter 4 Grammaticality judgement tests and the measurement of implicit and explicit l 2 knowledge - Shawn Loewen Chapter 5 Validating a metalinguistic test - Cathie ElderPart 3: Applying the measures of implicit and explicit knowledge Chapter 6 Investigating learning difficulty as implicit and explicit knowledge - Rod Ellis Chapter 7 Implicit and explicit knowledge of an l 2 and language proficiency - Cathie Elder Chapter 8 Pathways to proficiency: Learning experiences and attainment in implicit and explicit knowledge of English as a second language - Jenefer Philp Chapter 9 Exploring the metalinguistic knowledge of teacher trainees - Rosemary Erlam, Jenefer Philp, and Cathie ElderPart 4: Form-focused instruction and the acquisition of implicit and explicit knowledge Chapter 10 The roles of output-based and input-based instruction in the acquisition of l 2 implicit and explicit knowledge - Rosemary Erlam, Shawn Loewen and Jenefer Philp Chapter 11 The incidental acquisition of 3rd person -s as l 2 implicit and explicit knowledge - Shawn Loewen, Rosemary Erlam and Rod Ellis Chapter 12 The effects of two types of input on the acquisition of l 2 implicit and explicit knowledge - Hayo Reinders and Rod Ellis Chapter 13 Implicit and explicit corrective feedback and the acquisition of l 2 Grammar - Rod Ellis, Shawn Loewen and Rosemary ErlamPart 5: Conclusion Chapter 14 Retrospect and prospect - Rod Ellis

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/e1eb64680992396dc6efff1f7e35b2323437dac0

How researchers see this paper

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

In Developmental and Educational Psychology

1. Masatoshi Sato
2. R. Lyster
3. Kazuya Saito
4. R. Ellis
5. S. Loewen
6. N. Spada
7. Hossein Nassaji
8. Younghee Sheen

In Language and Linguistics

1. Masatoshi Sato
2. Kazuya Saito
3. R. Lyster
4. S. Loewen
5. R. Ellis
6. Hossein Nassaji
7. N. Spada
8. Younghee Sheen

In Literature and Literary Theory

1. Masatoshi Sato
2. R. Lyster
3. R. Ellis
4. S. Loewen
5. Kazuya Saito
6. Hossein Nassaji
7. N. Spada
8. Younghee Sheen

Citations in the corpus

• 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…”
• TIMED AND UNTIMED GRAMMATICALITY JUDGMENTS MEASURE DISTINCT TYPES OF KNOWLEDGE (2015, background): “…are widely assumed to possess both implicit and explicit knowledge of the target language (see, e.g., the contributions in N. C. Ellis, 1994 ; R. Ellis et al., 2009 ; Hulstijn & Ellis, 2005 ; Rebuschat & Williams, 2012 ; Sanz & Leow, 2011 ), it is unclear as to which knowledge sources—implicit,…”
• 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.”
• Implicit and explicit knowledge in second language acquisition—CORRIGENDUM (2012, background): “Experimental participants endorsed 71% of all grammatical items but also 47% of ungrammatical items, which indicates that classification performance might have been partially based on memory for previously encountered patterns (see also Ellis et al., 2009).”
• 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.”
• 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).”
• Dynamic assessment in the classroom: Vygotskian praxis for second language development (2011, methodology): “Echoing Vygotsky’s sentiments about the value of theory, Reuven Feuerstein – a leading proponent of DA – explains that in DA ‘what is at stake is not theoretical elegance, but issues that affect the lives and destinies of real people’ (Feuerstein et al., 1981, p. 218). According to Haywood and Lidz ”