AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE

By Nick C. Ellis. Studies in Second Language Acquisition, 2005

812 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/f4bb1979cc83210f54ecf3506d0517cf1d033408

How researchers see this paper

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

In Cognitive Neuroscience

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

The Routledge handbook of English language teaching (2018, background): “In short, exploring and understanding the conceptual motivations in language usages may help make language learning more interesting and effective (see Langacker, 2008).”
Language Acquisition as Rational Contingency Learning (2006, background): “In a third paper (Ellis 2005), I consider the implications of this theory for instruction and why the shortcomings of L2 acquisition are best remedied using techniques of attentional refocus and explicit learning.”
LEARNERS' INTERPRETATIONS OF RECASTS (2006, background): “…of such responses in learning0classroom discourse+ Probabilistic knowledge about distributional frequencies might underlie many aspects of SLA ~N+ Ellis, 2005!+ Performance by learners might reflect a relationship with the distributional frequency of recasts and repetitions within the…”
The Declarative/Procedural Model (2020, background): “One class of models posits that the neurocognitive mechanisms underlying L2 are essentially the same as those subserving L1 (Abutalebi, 2008; Ellis, 2005; Green, 2003; Hernandez, Li, & MacWhinney, 2005; Indefrey, 2006; MacWhinney, 2011; Perani & Abutalebi, 2005).”
How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure (2015, background): “Hence, we might conclude that learners who engage in greater amounts of meaningful language use will learn more formulaic sequences, especially as learners are thought to be more likely to learn sequences they find useful and meaningful for their daily lives (Ellis, 2005).”
DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM (2010, background): “This speeded dictation test was time-pressured to limit learners’ ability to draw on their explicit grammatical knowledge (R. Ellis, 2005a ) .”
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “…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 for by the power law of practice (Newell & Rosenbloom, 1981 ).”
Research into practice: Grammar learning and teaching (2015, positive): “…acquisition takes place implicitly as learners use the language, explicit knowledge does have a role in affecting implicit knowledge by recruiting learners’ consciousness, thereby enhancing their ability to recognize patterns while they are negotiating meaning (N. Ellis 2005; see also Leow 2001).”