Article published in:Implicit and Explicit Learning of Languages
Edited by Patrick Rebuschat
[Studies in Bilingualism 48] 2015
► pp. 417–442
Form-focused instruction and the measurement of implicit and explicit L2 knowledge
This chapter discusses the importance of designing valid tests of second language (L2) learning in order to investigate the effects of form-focused instruction (FFI). It argues that such tests must provide measures of both implicit and explicit L2 knowledge. Various methods for designing such tests are considered – the methods used in psychological studies of implicit/explicit knowledge, the methods used in neuropsychological studies, and the methods that have been used in FFI studies. Psychometric studies (Ellis, 2005; Bowles, 2011; Zhang, 2013) that have investigated attempts to design tests that distinguish the two types of knowledge are then reviewed. The chapter concludes by proposing a set of general principles that can guide the measurement of learning in FFI studies.
Keywords: form-focused instruction, L2 explicit knowledge, L2 implicit knowledge, testing
Published online: 24 September 2015
Cited by 8 other publications
Arroyo, Diana C. & Yucel Yilmaz
Granena, Gisela & Yucel Yilmaz
Penny Lamb and Po Yuk Ko, Gierlinger, Erwin Maria, Harald Spann & Thomas Wagner
Ní Dhiorbháin, Aisling & Pádraig Ó Duibhir
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.
Bates, E., & McWhinney, B.
De Jong, N.
(2005a) Learning second language grammar by listening. Unpublished doctoral dissertation, Netherlands Graduate School of Linguistics.
Dienes, Z., & Perner, J.
Dienes, Z., & Scott, R.
Ellis, R., Loewen, S., & Erlam, R.
Ellis, R. Loewen, S., Elder, C., Philp. J., Reinders, H. & Erlam, R.
Gernsbacher, M.A., & Kaschak, M.
Housen, A., & Pierrard, M.
Jimenez, L., Mendez, C., & Cleermans, A.
Kunimoto, C., Miller, J., & Pashler, H.
Leow, R., Johnson, E., & Sarate-Sandez, G.
Loschky, L., & Bley-Vroman, R.
Morgan-Short, K., Sanz, C., Steinhauer, K. and Ullman, M.
Norris, J. and L. Ortega
(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).
Shanks, D.R., & St. John, M.F.
Shintani, N., & Ellis, R.
(2010) Connections between type of instruction and type of knowledge and paper. Paper given at American Applied Linguistics Association Convention, March, Chicago.
VanPatten, B., & Cadierno, T.
(2011) Measuring implicit and explicit knowledge in first year Chinese English majors. Unpublished paper, University of Auckland, Auckland, New Zealand.