Article published in:
Implicit and Explicit Learning of Languages
Edited by Patrick Rebuschat
[Studies in Bilingualism 48] 2015
► pp. 417442
Cited by

Cited by 8 other publications

Andringa, Sible
2020. The emergence of awareness in uninstructed L2 learning: A visual world eye tracking study. Second Language Research 36:3  pp. 335 ff. Crossref logo
Arroyo, Diana C. & Yucel Yilmaz
2018. An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer-Mediated Communication. Language Learning 68:4  pp. 942 ff. Crossref logo
Choi, Sungmook
2017. Processing and learning of enhanced English collocations: An eye movement study. Language Teaching Research 21:3  pp. 403 ff. Crossref logo
Collins, Laura & June Ruivivar
2020.  In The Encyclopedia of Applied Linguistics,  pp. 1 ff. Crossref logo
Granena, Gisela & Yucel Yilmaz
2019. Corrective Feedback and the Role of Implicit Sequence-Learning Ability in L2 Online Performance. Language Learning 69  pp. 127 ff. Crossref logo
Penny Lamb and Po Yuk Ko, Gierlinger, Erwin Maria, Harald Spann & Thomas Wagner
2016. Variation theory in Austrian initial EFL teacher education: potentials and challenges. International Journal for Lesson and Learning Studies 5:2  pp. 130 ff. Crossref logo
Ní Dhiorbháin, Aisling & Pádraig Ó Duibhir
2021. Exploring student primary teachers’ linguistic knowledge of Irish. The Language Learning Journal  pp. 1 ff. Crossref logo
Woll, Nina
2019. How French speakers reflect on their language: a critical look at the concept of metalinguistic awareness. Language Awareness 28:1  pp. 49 ff. Crossref logo

This list is based on CrossRef data as of 03 april 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

References

References

Bates, E., & McWhinney, B.
(1989) Functionalism and the competition model. In B. McWhinney & E. Bates (eds.), The crosslinguistic study of sentence processing (pp. 157–193). Cambridge: Cambridge University Press.Google Scholar
Benati, A., & Lee, J.
(2010) Processing instruction and discourse. London: Continuum.Google Scholar
Beretta, A.
(2011) The language-learning brain. In M.H. Long & C.J. Doughty (Eds.), The handbook of language teaching (pp. 65–80). Malden, MA: Wiley-Blackwell.Google Scholar
Bowles, M.
(2011) Measuring Implicit and explicit linguistic knowledge: What can heritage language learners contribute? Studies in Second Language Acquisition 33, 247–271. CrossrefGoogle Scholar
Crowell, S.
(2004) The neurobiology of declarative memory. In J. Schumann, S.E. Crowell, N.E. Jones, N. Lee & S.A. Schuchert (Eds.), The neurobiology of learning: Perspectives from second language acquisition. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar
De Jong, N.
(2005a) Learning second language grammar by listening. Unpublished doctoral dissertation, Netherlands Graduate School of Linguistics.
(2005b) Can second language grammar be learned through listening? An experimental study. Studies in Second Language Acquisition, 27, 205–234. CrossrefGoogle Scholar
DeKeyser, R.
1997‘Beyond explicit rule learning: Automatizing second language morphosyntax’. Studies in Second Language Acquisition, 19, 195–221. CrossrefGoogle Scholar
(2003) Implicit and explicit learning. In C.J. Doughty & M.H. Long (Eds.), Handbook of second language acquisition. Malden, MA: Blackwell. CrossrefGoogle Scholar
DeKeyser, R.M.
(2009) Cognitive-psychological processes in second language learning. In M.H. Long & C.J. Doughty (Eds.), Handbook of second language teaching (pp. 119–138). Oxford: Wiley-Blackwell. CrossrefGoogle Scholar
Dienes, Z., & Perner, J.
(1999) A theory of implicit and explicit knowledge. Behavioral and Brain Sciences, 22, 735–808. CrossrefGoogle Scholar
Dienes, Z., & Scott, R.
(2005) Measuring unconscious knowledge: Distinguishing structural knowledge and judgment knowledge. Psychological Research, 69, 338–351 CrossrefGoogle Scholar
Doughty, C.
(2003) Instructed SLA: constraints, compensation and enhancement. In C.J. Doughty & M.H. Long (Eds.). The handbook of second language acquisition (pp. 256–310). Malden, MA: Blackwell. CrossrefGoogle Scholar
Ellis, N.
(1994) Introduction: Implicit and explicit language learning - An overview. In N. Ellis (Ed.), Implicit and explicit learning of languages. San Diego, CA: Academic Press. CrossrefGoogle Scholar
(2011) Implicit and explicit SLA and their interface. In C. Sanz & R. Leow (eds), Implicit and explicit language learning (pp. 35–47). Washington DC: Georgetown University Press.Google Scholar
Ellis, R.
(2001) Investigating form-focused instruction. In R. Ellis (Ed.), Form-focused instruction and second language learning. Malden MA: Blackwell.Google Scholar
(2002) Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research. Studies in Second Language Acquisition, 24, 223–236. CrossrefGoogle Scholar
(2004) The definition and measurement of explicit knowledge. Language Learning, 54, 227–275. CrossrefGoogle Scholar
(2005) Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27, 141–172. CrossrefGoogle Scholar
Ellis, R., Loewen, S., & Erlam, R.
(2006) Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 29, 339–368.Google Scholar
Ellis, R. Loewen, S., Elder, C., Philp. J., Reinders, H. & Erlam, R.
2009Implicit and explicit knowledge in second language learning, testing and teaching. Bristol: Multilingual Matters.Google Scholar
Erlam, R.
(2006) Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics, 27, 464–491. CrossrefGoogle Scholar
Gernsbacher, M.A., & Kaschak, M.
2003Neuroimaging studies of language production and comprehension. Annual Review of Psychology, 54, 91–114. CrossrefGoogle Scholar
Hedgcock, J.
(1993) Well-formed vs. ill-formed strings in L2 metalingual tasks: Specifying features of grammaticality judgements. Second Language Research, 9, 1–21. CrossrefGoogle Scholar
Housen, A., & Pierrard, M.
2006aInvestigating instructed second language acquisition. In A. Housen & M. Pierrard (Eds.), Investigations in instructed second language acquisition. Berlin: Mouton de Gruyter.Google Scholar
Jimenez, L., Mendez, C., & Cleermans, A.
(1996) Comparing direct and indirect measures of implicit learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 948–969. CrossrefGoogle Scholar
Juffs, A.
2001: Psycholinguistically oriented second language research. Annual Review of Applied Linguistics, 21, 207–20. CrossrefGoogle Scholar
Kormos, J.
(2006) Speech production and second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Krashen, S.
(1981) Second language acquisition and second language learning. Oxford: Pergamon.Google Scholar
Kunimoto, C., Miller, J., & Pashler, H.
(2001) Confidence and accuracy of near-theshold discrimination responses. Consciousness and Cognition, 10, 294–340. CrossrefGoogle Scholar
Lee, N.
2004The neurobiology of procedural memory. In J. Schumann, S.E. Crowell, N.E. Jones, N. Lee & S.A. Schuchert (Eds.), The neurobiology of learning: Perspectives from second language acquisition. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar
Leow, R., Johnson, E., & Sarate-Sandez, G.
(2011) Getting a grip on the slippery construct of awareness: Toward a finer-grained methodological perspective. In C. Sanz & R. Leow (Eds), Implicit and explicit language learning (pp. 61–72). Washington DC: Georgetown University Press.Google Scholar
Loschky, L., & Bley-Vroman, R.
1993Grammar and task-based methodology. In G. Crookes & S. Gass (Eds), Tasks and language learning: Integrating theory and practice. Clevedon: Multilingual Matters.Google Scholar
Loewen, S.
(2009) Grammaticality judgment tests and the measurement of implicit and explicit L2 knowledge. In R. Ellis, S. Loewen, C. Elder, J. Philp and H. Reinders. Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (pp. 94–112). Bristol: Multilingual Matters.Google Scholar
Mackey, A. and Gass, S.
2005Second Language Research. Mahwah, N.J.: Lawrence Erlbaum.Google Scholar
Marsden, E.
(2011) Review of ‘Processing Instruction and Discourse’ (Benati and Lee). International Review of Applied Linguistics 21, 133–139. CrossrefGoogle Scholar
Morgan-Short, K., Sanz, C., Steinhauer, K. and Ullman, M.
(2010) Second language acquisition of gender agreement in explicit and implicit training conditions: An event-related potential study. Language Learning 60: 154–193. CrossrefGoogle Scholar
Norris, J. and L. Ortega
(2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning 50, 417–528. CrossrefGoogle Scholar
Oller, J.
(1979) Language Tests at School. London: Longman.Google Scholar
Paradis, M.
(1994) Neurolinguistic aspects of implicit and explicit memory: Implications for bilingualism and second language acquisition. In N. Ellis (ed.) Implicit and Explicit Language Learning (pp. 393–419). London: Academic Press.Google Scholar
Paradis M.
(2004) A Neurolinguistic Theory of Bilingualism. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Philp, J.
(2009) Pathways to proficiency: learning experience and attainment in implicit and explicit knowledge of English as a second language. In R. Ellis, et al. (Eds.) (pp. Implicit and explicit knowledge in second language learning, testing and teaching, 194–215).
Reber, A.
(2011) An epitaph for grammar: An abridged history. In C. Sanz & R. Leow (Eds), Implicit and explicit language learning (pp. 23–34). Washington, DC: Georgetown University Press.Google Scholar
Rebuschat, P.
(2013) Measuring awareness in implicit learning research: A review. Language Learning, 63(3), 595–626. CrossrefGoogle Scholar
Roberston, E.
(2007) Serial reaction time: Implicit motor skill learning? The Journal of Neuroscience, 27, 10073- 10075. CrossrefGoogle Scholar
Schmidt, R.
1994‘Deconstructing consciousness in search of useful definitions for applied linguistics’. AILA Review, 11, 11–26.Google Scholar
2001Attention. In P. Robinson (Ed.), Cognition and second language instruction. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Shanks, D.R., & St. John, M.F.
(1994) Characteristics of dissociable human learning systems. Behavioral and Brain Sciences, 17, 367–447. CrossrefGoogle Scholar
Shintani, N., & Ellis, R.
(2010) The incidental acquisition of plural-s by Japanese children in comprehension-based and production-based lessons: A process-product study. Studies in Second Language Acquisition, 32, 607–637. CrossrefGoogle Scholar
Spada, N.
(2010) Connections between type of instruction and type of knowledge and paper. Paper given at American Applied Linguistics Association Convention, March, Chicago.
Ullman, M.
2001The declarative/procedural model of lexicon and grammar. Journal of Psycholinguistic Research, 30, 37–69. CrossrefGoogle Scholar
VanPatten, B., & Cadierno, T.
(1993) Explicit instruction and input processing. Studies in Second Language Acquisition, 15, 225–243. CrossrefGoogle Scholar
VanPatten, B.
2002Processing instruction: An update. Language Learning, 52, 755–804. CrossrefGoogle Scholar
Zhang. R.
(2011) Measuring implicit and explicit knowledge in first year Chinese English majors. Unpublished paper, University of Auckland, Auckland, New Zealand.