Implicit and explicit knowledge in second language acquisition—CORRIGENDUM

142 citations recorded by the source corpus.

How researchers see this paper

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

The Routledge handbook of English language teaching (2018, background): “Such an analysis enables us to see that language choices are not made in isolation but in meaningful discourse and situation contexts.”
Early language experience facilitates the processing of gender agreement in Spanish heritage speakers* (2013, background): “Our findings are consistent with other recent studies showing that metalinguistic tasks improve linguistic performance in L2 learners (Bowles, 2011; Rebuschat & Williams, 2011), and that L2 learners tend to display native-like knowledge of gender with canonical ending nouns (Montrul et al., 2008;…”
A methodological synthesis and meta-analysis of judgment tasks in second language research (2020, background): “The increase in the last decade might arguably be attributable to the field’s increased concern about explicit/implicit knowledge types (Rebuschat and Williams, 2012), but in fact the increase may be, more simply, due to the overall increase in L2 studies using JTs, as the proportions have not incre”