Article published in:
Implicit and Explicit Learning of Languages
Edited by Patrick Rebuschat
[Studies in Bilingualism 48] 2015
► pp. 117–138

Explicit knowledge about language in L2 learning

A usage-based perspective

| University of Essex
This chapter discusses explicit knowledge about language in second language (L2) learning from a usage-based perspective, which is here defined broadly to include theoretical approaches such as complexity theory, emergentism, cognitive linguistics and related constructionist theories of language. A definition of explicit and implicit knowledge and learning is provided, followed by a brief outline of the main claims of the theories included under the usage-based umbrella. Then ways of measuring explicit knowledge in L2 learning that are compatible with a usage-based perspective are presented. Drawing on the theoretical concepts introduced as well as empirical findings to date, the role of explicit knowledge in L2 learning including both benefits and limitations is detailed. Finally, suggestions for further research are put forward.
Keywords: complexity theory, Explicit knowledge and learning, instructed L2 learning, usage-based approach
Published online: 24 September 2015
https://doi.org/10.1075/sibil.48.06roe
Cited by

Cited by 1 other publications

Alonso-Aparicio, Irene
2018.  In Usage-inspired L2 Instruction [Language Learning & Language Teaching, 49], ► pp. 143 ff. Crossref logo

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