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John Benjamins Publishing Company
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eng
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152009081
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JB
John Benjamins Publishing Company
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SiBil 48 Eb
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9789027268723
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10.1075/sibil.48
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2015006119
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SiBil
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0928-1533
Studies in Bilingualism
48
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Implicit and Explicit Learning of Languages
01
sibil.48
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https://benjamins.com
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https://benjamins.com/catalog/sibil.48
1
B01
Patrick Rebuschat
Rebuschat, Patrick
Patrick
Rebuschat
Lancaster University
01
eng
511
xxii
489
LAN009000
v.2006
CFDC
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JB Subject Scheme
LIN.APPL
Applied linguistics
24
JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.EDUC
Language teaching
24
JB Subject Scheme
LIN.BIL
Multilingualism
24
JB Subject Scheme
LIN.THEOR
Theoretical linguistics
06
01
Implicit learning is a fundamental feature of human cognition. Many essential skills, including language comprehension and production, intuitive decision making, and social interaction, are largely dependent on implicit (unconscious) knowledge. Given its relevance, it is not surprising that the study of implicit learning plays a central role in the cognitive sciences. The present volume brings together eminent researchers from a variety of fields (e.g., cognitive psychology, linguistics, education, cognitive neuroscience, developmental psychology) in order to assess the progress made in the study of implicit and explicit learning, to critically evaluate key concepts and methodologies, and to determine future directions to take in this interdisciplinary enterprise. The eighteen chapters in this volume are written in an accessible and engaging fashion; together, they provide the reader with a comprehensive snapshot of the exciting current work on the implicit and explicit learning of languages.
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Foreword
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xii
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List of contributors
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Introduction
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sibil.48.003int
xiii
xxii
10
Article
4
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Introduction
Implicit and explicit learning of languages
1
A01
Patrick Rebuschat
Rebuschat, Patrick
Patrick
Rebuschat
Lancaster University
10
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JB code
sibil.48.s2
Section header
5
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Theoretical perspectives
10
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JB code
sibil.48.01ell
1
24
24
Article
6
01
Implicit AND explicit language learning
Their dynamic interface and complexity
1
A01
Nick C. Ellis
Ellis, Nick C.
Nick C.
Ellis
University of Michigan
01
Learning symbols and their arrangement in language involves learning associations across and within modalities. Research on implicit learning and chunking within modalities (e.g. N. C. Ellis, 2002) has identified how language users are sensitive to the frequency of language forms and their sequential probabilities at all levels of granularity from phoneme to phrase. This knowledge allows efficient language processing and underpins acquisition by syntactic bootstrapping. Research on explicit learning (e.g. N. C. Ellis, 2005) has shown how conscious processing promotes the acquisition of novel explicit cross-modal form-meaning associations. These breathe meaning into the processing of language form and they underpin acquisition by semantic bootstrapping. This is particularly important in establishing novel processing routines in L2 acquisition. These representations are also then available as units of implicit learning in subsequent processing. Language systems emerge, both diachronically and ontogenetically, from the statistical abstraction of patterns latent within and across form and function in language usage. The complex adaptive system (N. C. Ellis & Larsen-Freeman, 2009b) of interactions within AND across form and function is far richer than that emergent from implicit or explicit learning alone.
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JB code
sibil.48.02hul
25
46
22
Article
7
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Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning
The virtues and pitfalls of a two-system view
1
A01
Jan H. Hulstijn
Hulstijn, Jan H.
Jan H.
Hulstijn
University of Amsterdam
01
This chapter examines to what extent Krashen’s (1981) distinction between acquired (implicit) and learned (explicit) knowledge can be upheld from a usage-based view on first and second language learning and in the light of recent advancement in (neuro)cognitive research on artificial grammar learning, statistical learning, and modelling implicit and explicit learning. It is proposed that, generally, two-system theories (e.g. implicit/explicit, declarative/procedural) appear to account for first and second language acquisition. However, given the complexity of language systems, the complexity of the human brain, and the possibility that consciousness should be conceived of as a scale rather than as a dichotomy, it might well be that a two-system view is too simple. The paper ends with partly speculative answers to six fundamental questions concerning implicit and explicit first and second language acquisition and an agenda for their investigation.
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sibil.48.03leo
47
68
22
Article
8
01
Implicit learning in SLA
Of processes and products
1
A01
Ronald P. Leow
Leow, Ronald P.
Ronald P.
Leow
Georgetown University
20
implicit learning
20
internal validity
20
process
20
product
01
To date no solid consensus on the role of implicit learning in the L2 learning process from a psycholinguistic perspective has emerged in the SLA field. This chapter seeks to situate this type of learning from a process versus product perspective within an SLA theoretical framework, disambiguate the different perspectives of unawareness and learning based on their operationalizations and measurements, address several methodological issues derived from the research designs of studies purporting to investigate the role of awareness or lack thereof in language learning in SLA, and propose a list of criteria to be considered in studies investigating implicit learning in SLA in order to raise the level of internal validity of the study.
10
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JB code
sibil.48.04pac
69
90
22
Article
9
01
Semantic implicit learning
1
A01
Albertyna Paciorek
Paciorek, Albertyna
Albertyna
Paciorek
University of Cambridge
2
A01
John N. Williams
Williams, John N.
John N.
Williams
University of Cambridge
01
Much previous research on implicit learning has examined form-based sequential regularities over letters and syllables. Recently, however, researchers have begun to examine implicit learning of systems in which the regularities are described at the level of meaning. We review existing work in this area, primarily from vision research and natural language. These studies suggest that meaning-based generalisations can be learned without intent and without awareness of what those generalisations are. In the case of language we review work on learning semantic constraints on determiner usage, and the acquisition of semantic preferences of verbs. We discuss outstanding issues: whether noticing of meaning, as well as form, is necessary, whether the effects reflect learning of new form-meaning connections as opposed to tuning of existing ones, and whether some semantic distinctions are more available to the implicit learning process than others.
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JB code
sibil.48.05van
91
116
26
Article
10
01
What does current generative theory have to say about the explicit-implicit debate?
1
A01
Bill VanPatten
VanPatten, Bill
Bill
VanPatten
Michigan State University
2
A01
Jason Rothman
Rothman, Jason
Jason
Rothman
University of Reading and Artic University of Norway (UiT)
01
Taking a generative perspective, we divide aspects of language into three broad categories: those that cannot be learned (are inherent in Universal Grammar), those that are derived from Universal Grammar, and those that must be learned from the input. Using this framework of language to clarify the “what” of learning, we take the acquisition of null (and overt) subjects in languages like Spanish as an example of how to apply the framework. We demonstrate what properties of a null-subject grammar cannot be learned explicitly, which properties can, but also argue that it is an open empirical question as to whether these latter properties are learned using explicit processes, showing how linguistic and psychological approaches may intersect to better understand acquisition.
10
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JB code
sibil.48.06roe
117
138
22
Article
11
01
Explicit knowledge about language in L2 learning
A usage-based perspective
1
A01
Karen Roehr-Brackin
Roehr-Brackin, Karen
Karen
Roehr-Brackin
University of Essex
20
complexity theory
20
Explicit knowledge and learning
20
instructed L2 learning
20
usage-based approach
01
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.
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JB code
sibil.48.07per
139
166
28
Article
12
01
The learnability of language
The
learnability of language
Insights from the implicit learning literature
1
A01
Pierre Perruchet
Perruchet, Pierre
Pierre
Perruchet
LEAD – CNRS UMR5022, Université de Bourgogne
2
A01
Benedicte Poulin-Charronnat
Poulin-Charronnat, Benedicte
Benedicte
Poulin-Charronnat
LEAD – CNRS UMR5022, Université de Bourgogne
01
The issue of the learnability of language contrasts the proposals of Chomsky (e.g. 1965), who claimed that the major part of language mastery involves innate domain-specific structures, to more recent nonnativist approaches, from the usage-based theories to Bayesian models, which contend that language acquisition rests on all-purpose domain-general learning processes. This chapter aims at examining the potential contribution to this issue of the literature on implicit learning, defined as the set of studies addressing the question of how participants learn in incidental conditions when they are faced with complex situations governed by arbitrary rules in laboratory settings. Overall, a striking parallelism emerges between usage-based approaches of language acquisition and implicit learning results, opening to a common research agenda.
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JB code
sibil.48.08wei
167
190
24
Article
13
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Tracking multiple inputs
The challenge of bilingual statistical learning
1
A01
Daniel J. Weiss
Weiss, Daniel J.
Daniel J.
Weiss
The Pennsylvania State University
2
A01
Tim Poepsel
Poepsel, Tim
Tim
Poepsel
The Pennsylvania State University
3
A01
Chip Gerfen
Gerfen, Chip
Chip
Gerfen
American University
01
For many learners, language acquisition may entail acquiring more than a single language. Yet to date, much of the research on the fundamental mechanisms of language acquisition has been predicated, at least implicitly, on modeling monolingual acquisition. In this chapter, we explore statistical learning, the ability to track distributional properties of the input, through the lens of multilingual acquisition. This ability is thought to play a critical role in the early stages of language acquisition. We identify a set of theoretical challenges that need to be overcome in order to track multiple sets of statistics and develop multiple representations to accommodate each input language. We then review the limited number of empirical studies that have investigated how people keep track of statistics in multiple artificial inputs and explore the consequences of accruing statistics in multi-language input for infants raised in bilingual environments. We highlight the role that contextual cues may play in helping solve the problem of multiple inputs, pointing out that they may facilitate the forming of multiple representations. We conclude, based on the available data, that the consequences of bilingualism for statistical learning may be a greater propensity to posit multiple underlying causal models when the input is variable.
10
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JB code
sibil.48.09wal
191
212
22
Article
14
01
Implicit statistical learning and language acquisition
Experience-dependent constraints on learning
1
A01
Anne M. Walk
Walk, Anne M.
Anne M.
Walk
Eastern Illinois University
2
A01
Christopher M. Conway
Conway, Christopher M.
Christopher M.
Conway
Georgia State University
01
Acquiring spoken language involves implicitly learning the statistical relations among language units. In this chapter, we review recent behavioral and neurophysiological findings from our research group that illuminate the relation of this type of ‘implicit statistical learning’ (ISL) to language acquisition. First, we review evidence illustrating that ISL mechanisms enable the learner to predict upcoming language units. Second, we show modality constraints affecting the operation of ISL mechanisms, with auditory and visual learning biased to learn different types of patterns. Third, we demonstrate that under certain developmental conditions typical ISL abilities are altered, which can detrimentally affect subsequent language acquisition. These findings highlight the experience-dependent nature of ISL and its relation to typical and atypical language acquisition.
10
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sibil.48.10onn
213
246
34
Article
15
01
Implicit learning of non-adjacent dependencies
A graded, associative account
1
A01
Luca Onnis
Onnis, Luca
Luca
Onnis
Nanyang Technological University
2
A01
Arnaud Destrebecqz
Destrebecqz, Arnaud
Arnaud
Destrebecqz
Université Libre de Bruxelles
3
A01
Morten H. Christiansen
Christiansen, Morten H.
Morten H.
Christiansen
Cornell University
4
A01
Nick Chater
Chater, Nick
Nick
Chater
University of Warwick
5
A01
Axel Cleeremans
Cleeremans, Axel
Axel
Cleeremans
Université Libre de Bruxelles
20
artificial grammar learning
20
artificial language learning
20
computational models
20
connectionism
20
grammar
20
implicit learning
20
non-adjacent dependencies
20
sequence learning
20
Simple Recurrent Networks
20
statistical learning
01
Language and other higher-cognitive functions require structured sequential behavior including non-adjacent relations. A fundamental question in cognitive science is what computational machinery can support both the learning and representation of such non-adjacencies, and what properties of the input facilitate such processes. Learning experiments using miniature languages with adult and infants have demonstrated the impact of high variability (Gómez, 2003) as well as nil variability (Onnis, Christiansen, Chater, & Gómez (2003; submitted) of intermediate elements on the learning of nonadjacent dependencies. Intriguingly, current associative measures cannot explain this U shape curve. In this chapter, extensive computer simulations using five different connectionist architectures reveal that Simple Recurrent Networks (SRN) best capture the behavioral data, by superimposing local and distant information over their internal ‘mental’ states. These results provide the first mechanistic account of implicit associative learning of non-adjacent dependencies modulated by distributional properties of the input. We conclude that implicit statistical learning might be more powerful than previously anticipated.
10
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JB code
sibil.48.s3
Section header
16
01
Methodology
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01
JB code
sibil.48.11zio
247
274
28
Article
17
01
Artificial grammar learning
An introduction to key issues and debates
1
A01
Eleni Ziori
Ziori, Eleni
Eleni
Ziori
University of Ioannina
2
A01
Emmanuel Pothos
Pothos, Emmanuel
Emmanuel
Pothos
City University, London
01
We consider Artificial Grammar Learning (AGL), which is a versatile methodological tool for the study of learning. AGL is fairly unique amongst learning paradigms, in that it allows an instantiation of a wide variety of theories of learning, including rules, similarity, and associative learning theories. Also, performance in AGL tasks typically reflects both implicit and explicit learning processes. We review these putative influences on AGL performance and how they relate to general cognitive theory. This flexibility of the AGL paradigm comes at a price, in that sophisticated modeling and analytical methods are required in order to make precise hypotheses about the psychological basis of AGL performance in particular cases. We review methodological issues and briefly assess a range of analytical tools in AGL.
10
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JB code
sibil.48.12rog
275
300
26
Article
18
01
Challenges in implicit learning research
Validating a novel artificial language
1
A01
John Rogers
Rogers, John
John
Rogers
Qatar University
2
A01
Andrea Révész
Révész, Andrea
Andrea
Révész
UCL Institute of Education, University College London
3
A01
Patrick Rebuschat
Rebuschat, Patrick
Patrick
Rebuschat
Lancaster University
20
artificial language learning
20
experimental design
20
implicit learning
20
incidental learning
01
This chapter documents some of the methodological challenges in the use of artificial grammars in second language research. In the three experiments reported here, participants were exposed to an artificial language system based on Czech morphology under incidental learning conditions. After several modifications to the design of Experiments 1 and 2, Experiment 3 provided evidence that learners can acquire knowledge of L2 case marking incidentally. Taken together, these three experiments illustrate the challenges that researchers can face when carrying out incidental learning research, in particular the often unreported difficulty in establishing an initial learning effect when piloting a novel, semi-artificial language system.
10
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JB code
sibil.48.13san
301
324
24
Article
19
01
Effects of conditions on L2 development
Moving beyond accuracy
1
A01
Cristina Sanz
Sanz, Cristina
Cristina
Sanz
Georgetown University
2
A01
Sarah Grey
Grey, Sarah
Sarah
Grey
Georgetown University
01
Most research on the effects of implicit and explicit conditions, especially that which is pedagogically oriented, has been limited in terms of outcome measures. This stems from an over-reliance on accuracy data as the only dependent variable in measuring the differential effects of conditions. Accuracy data provide information on the static outcome, or product, of an input condition, but are unable to inform us about the dynamic processing profiles that underlie this product. This chapter outlines a more detailed perspective on the contributions of explicit and implicit conditions in second language (L2) development. Specifically, it highlights recent research which has used accuracy data in combination with online measures of processing in order to better characterize the effects of conditions on L2 learning and development.
10
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JB code
sibil.48.14god
325
348
24
Article
20
01
Investigating implicit and explicit processing using L2 learners’ eye-movement data
1
A01
Aline Godfroid
Godfroid, Aline
Aline
Godfroid
Michigan State University
2
A01
Paula Winke
Winke, Paula
Paula
Winke
Michigan State University
20
attention
20
awareness
20
consciousness
20
eye trackers
20
eye-movement
20
Saliency
01
In this chapter we review eye-tracking methodology as a way to investigate aspects of implicit and explicit L2 processing, given that the research context allows one to do so. We begin by briefly reviewing the L1 eye-tracking research of psychologists and cognitive scientists whose work provided (and continues to provide) a strong foundation for subsequent and now burgeoning L2 eye-movement studies. We discuss how eye-movement records can be used to investigate the workings of the language-processing system, which in adult L2 learners is often fraught with processing difficulties that can give rise to longer or more frequent fixations and rereading. We explain the premise that longer fixations and more regressions, as compared to baseline data, indicate more effortful processing and, in some research designs, more attention. However, the resolution (successful or not, remembered or abandoned) of that processing is not specified through the eye-movement record. Following that premise, we outline how L2 researchers use eye-tracking data to investigate bilingualism’s effects on language access and processing. We also review eye-movement research by applied linguists who have investigated L2 knowledge, processing, and implicit or explicit learning conditions. We conclude by recommending that researchers triangulate their eye-movement data with offline or other online measures to provide more nuanced insights into the nature and effects of L2 learners’ processing, whether implicit or explicit and conducive to L2 development or not. In this way, future SLA researchers can employ eye trackers to robustly investigate L2 learning from an implicit <i>vs. </i>explicit perspective.
10
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JB code
sibil.48.15mor
349
384
36
Article
21
01
Contributions of event-related potential research to issues in explicit and implicit second language acquisition
1
A01
Kara Morgan-Short
Morgan-Short, Kara
Kara
Morgan-Short
University of Illinois at Chicago
2
A01
Mandy Faretta-Stutenberg
Faretta-Stutenberg, Mandy
Mandy
Faretta-Stutenberg
University of Illinois at Chicago
3
A01
Laura Bartlett-Hsu
Bartlett-Hsu, Laura
Laura
Bartlett-Hsu
University of Illinois at Chicago
01
This chapter discusses how event-related potential (ERP) methodology and research may contribute to the issue of explicit and implicit learning of second languages (L2s). To start, we provide a general introduction to ERPs and an overview of common language-related ERP components, including information about their identifying characteristics, the underlying processes that they are understood to reflect, and whether they reflect explicit or implicit processing and knowledge. After providing this overview of language-related ERPs, we briefly describe the general pattern of ERP components found for L2 processing. Next, we consider the potential contributions of ERPs to explicit and implicit issues in L2 acquisition, and review the L2 literature more precisely by considering the patterns of ERP effects elicited by more explicit and implicit learning conditions in both laboratory and natural settings. Finally, we offer conclusions about the contributions of current L2 ERP research to issues of implicit and explicit L2 acquisition and make suggestions as to future directions for research.
10
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Section header
22
01
Practical applications
The case of instructed SLA
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01
JB code
sibil.48.16kac
385
416
32
Article
23
01
Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching
1
A01
Ilina Kachinske
Kachinske, Ilina
Ilina
Kachinske
University of Maryland, College Park
2
A01
Peter Osthus
Osthus, Peter
Peter
Osthus
University of Maryland, College Park
3
A01
Katya Solovyeva
Solovyeva, Katya
Katya
Solovyeva
University of Maryland, College Park
4
A01
Mike Long
Long, Mike
Mike
Long
University of Maryland, College Park
20
cognitive-interactionist approach
20
Implicit learning
20
morphosyntax
01
In a study of implicit learning of an artificial L2 morphosyntactic rule, 65 adult native speakers of English were randomly assigned to one of three conditions: incidental, intentional, or control. Participants in the experimental conditions were trained on sentences containing a determiner phrase, the word order in which varied if an adjective was present. On a GJT, both experimental groups performed above chance on the simplest rule of noun-determiner ordering; only the intentional group learned the more complex adjective-determiner-noun order. No participants learned a third, generalization structure not encountered in training. Given similar findings from other experiments, we suggest that implicit L2 learning by adults may be constrained, but has an important role in a cognitive-interactionist approach to language teaching.
10
01
JB code
sibil.48.17ell
417
442
26
Article
24
01
Form-focused instruction and the measurement of implicit and explicit L2 knowledge
1
A01
Rod Ellis
Ellis, Rod
Rod
Ellis
University of Auckland
20
form-focused instruction
20
L2 explicit knowledge
20
L2 implicit knowledge
20
testing
01
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.
10
01
JB code
sibil.48.18goo
443
482
40
Article
25
01
Implicit and explicit instruction in L2 learning
Norris & Ortega (2000) revisited and updated
1
A01
Jaemyung Goo
Goo, Jaemyung
Jaemyung
Goo
Gwangju National University of Education
2
A01
Gisela Granena
Granena, Gisela
Gisela
Granena
Universitat Oberta de Catalunya
3
A01
Yucel Yilmaz
Yilmaz, Yucel
Yucel
Yilmaz
Indiana University
4
A01
Miguel Novella
Novella, Miguel
Miguel
Novella
Eastern Washington University
20
Cohen’s d
20
effect size
20
Implicit and explicit instruction
20
meta-analysis
20
Q statistic
01
More than a decade has passed since Norris and Ortega’s (2000) seminal meta-analysis on the effectiveness of instruction in L2 learning. This line of research has matured for another research synthesis, which led to the present meta-analytic review. Thirty-four unique sample studies, in each of which explicit and implicit instructional treatments were compared, were retrieved and included in the present meta-analysis: 11 studies from Norris and Ortega’s meta-analysis and 23 new studies published between 1999 and 2011. Overall, explicit instruction was found to have been more effective than implicit instruction. The effectiveness of implicit and explicit instruction in L2 development was also meta-analyzed in terms of several moderator variables. We discuss our results in comparison with Norris and Ortega’s findings.
10
01
JB code
sibil.48.19ind
483
490
8
Article
26
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20150924
2015
John Benjamins
02
WORLD
13
15
9789027241894
01
JB
3
John Benjamins e-Platform
03
jbe-platform.com
09
WORLD
21
01
06
Institutional price
00
105.00
EUR
R
01
05
Consumer price
00
36.00
EUR
R
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06
Institutional price
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88.00
GBP
Z
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05
Consumer price
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30.00
GBP
Z
01
06
Institutional price
inst
00
158.00
USD
S
01
05
Consumer price
cons
00
54.00
USD
S
229009080
03
01
01
JB
John Benjamins Publishing Company
01
JB code
SiBil 48 Hb
15
9789027241894
13
2014049673
BB
01
SiBil
02
0928-1533
Studies in Bilingualism
48
01
Implicit and Explicit Learning of Languages
01
sibil.48
01
https://benjamins.com
02
https://benjamins.com/catalog/sibil.48
1
B01
Patrick Rebuschat
Rebuschat, Patrick
Patrick
Rebuschat
Lancaster University
01
eng
511
xxii
489
LAN009000
v.2006
CFDC
2
24
JB Subject Scheme
LIN.APPL
Applied linguistics
24
JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.EDUC
Language teaching
24
JB Subject Scheme
LIN.BIL
Multilingualism
24
JB Subject Scheme
LIN.THEOR
Theoretical linguistics
06
01
Implicit learning is a fundamental feature of human cognition. Many essential skills, including language comprehension and production, intuitive decision making, and social interaction, are largely dependent on implicit (unconscious) knowledge. Given its relevance, it is not surprising that the study of implicit learning plays a central role in the cognitive sciences. The present volume brings together eminent researchers from a variety of fields (e.g., cognitive psychology, linguistics, education, cognitive neuroscience, developmental psychology) in order to assess the progress made in the study of implicit and explicit learning, to critically evaluate key concepts and methodologies, and to determine future directions to take in this interdisciplinary enterprise. The eighteen chapters in this volume are written in an accessible and engaging fashion; together, they provide the reader with a comprehensive snapshot of the exciting current work on the implicit and explicit learning of languages.
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Foreword
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xii
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Article
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List of contributors
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3
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Introduction
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xiii
xxii
10
Article
4
01
Introduction
Implicit and explicit learning of languages
1
A01
Patrick Rebuschat
Rebuschat, Patrick
Patrick
Rebuschat
Lancaster University
10
01
JB code
sibil.48.s2
Section header
5
01
Theoretical perspectives
10
01
JB code
sibil.48.01ell
1
24
24
Article
6
01
Implicit AND explicit language learning
Their dynamic interface and complexity
1
A01
Nick C. Ellis
Ellis, Nick C.
Nick C.
Ellis
University of Michigan
01
Learning symbols and their arrangement in language involves learning associations across and within modalities. Research on implicit learning and chunking within modalities (e.g. N. C. Ellis, 2002) has identified how language users are sensitive to the frequency of language forms and their sequential probabilities at all levels of granularity from phoneme to phrase. This knowledge allows efficient language processing and underpins acquisition by syntactic bootstrapping. Research on explicit learning (e.g. N. C. Ellis, 2005) has shown how conscious processing promotes the acquisition of novel explicit cross-modal form-meaning associations. These breathe meaning into the processing of language form and they underpin acquisition by semantic bootstrapping. This is particularly important in establishing novel processing routines in L2 acquisition. These representations are also then available as units of implicit learning in subsequent processing. Language systems emerge, both diachronically and ontogenetically, from the statistical abstraction of patterns latent within and across form and function in language usage. The complex adaptive system (N. C. Ellis & Larsen-Freeman, 2009b) of interactions within AND across form and function is far richer than that emergent from implicit or explicit learning alone.
10
01
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sibil.48.02hul
25
46
22
Article
7
01
Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning
The virtues and pitfalls of a two-system view
1
A01
Jan H. Hulstijn
Hulstijn, Jan H.
Jan H.
Hulstijn
University of Amsterdam
01
This chapter examines to what extent Krashen’s (1981) distinction between acquired (implicit) and learned (explicit) knowledge can be upheld from a usage-based view on first and second language learning and in the light of recent advancement in (neuro)cognitive research on artificial grammar learning, statistical learning, and modelling implicit and explicit learning. It is proposed that, generally, two-system theories (e.g. implicit/explicit, declarative/procedural) appear to account for first and second language acquisition. However, given the complexity of language systems, the complexity of the human brain, and the possibility that consciousness should be conceived of as a scale rather than as a dichotomy, it might well be that a two-system view is too simple. The paper ends with partly speculative answers to six fundamental questions concerning implicit and explicit first and second language acquisition and an agenda for their investigation.
10
01
JB code
sibil.48.03leo
47
68
22
Article
8
01
Implicit learning in SLA
Of processes and products
1
A01
Ronald P. Leow
Leow, Ronald P.
Ronald P.
Leow
Georgetown University
20
implicit learning
20
internal validity
20
process
20
product
01
To date no solid consensus on the role of implicit learning in the L2 learning process from a psycholinguistic perspective has emerged in the SLA field. This chapter seeks to situate this type of learning from a process versus product perspective within an SLA theoretical framework, disambiguate the different perspectives of unawareness and learning based on their operationalizations and measurements, address several methodological issues derived from the research designs of studies purporting to investigate the role of awareness or lack thereof in language learning in SLA, and propose a list of criteria to be considered in studies investigating implicit learning in SLA in order to raise the level of internal validity of the study.
10
01
JB code
sibil.48.04pac
69
90
22
Article
9
01
Semantic implicit learning
1
A01
Albertyna Paciorek
Paciorek, Albertyna
Albertyna
Paciorek
University of Cambridge
2
A01
John N. Williams
Williams, John N.
John N.
Williams
University of Cambridge
01
Much previous research on implicit learning has examined form-based sequential regularities over letters and syllables. Recently, however, researchers have begun to examine implicit learning of systems in which the regularities are described at the level of meaning. We review existing work in this area, primarily from vision research and natural language. These studies suggest that meaning-based generalisations can be learned without intent and without awareness of what those generalisations are. In the case of language we review work on learning semantic constraints on determiner usage, and the acquisition of semantic preferences of verbs. We discuss outstanding issues: whether noticing of meaning, as well as form, is necessary, whether the effects reflect learning of new form-meaning connections as opposed to tuning of existing ones, and whether some semantic distinctions are more available to the implicit learning process than others.
10
01
JB code
sibil.48.05van
91
116
26
Article
10
01
What does current generative theory have to say about the explicit-implicit debate?
1
A01
Bill VanPatten
VanPatten, Bill
Bill
VanPatten
Michigan State University
2
A01
Jason Rothman
Rothman, Jason
Jason
Rothman
University of Reading and Artic University of Norway (UiT)
01
Taking a generative perspective, we divide aspects of language into three broad categories: those that cannot be learned (are inherent in Universal Grammar), those that are derived from Universal Grammar, and those that must be learned from the input. Using this framework of language to clarify the “what” of learning, we take the acquisition of null (and overt) subjects in languages like Spanish as an example of how to apply the framework. We demonstrate what properties of a null-subject grammar cannot be learned explicitly, which properties can, but also argue that it is an open empirical question as to whether these latter properties are learned using explicit processes, showing how linguistic and psychological approaches may intersect to better understand acquisition.
10
01
JB code
sibil.48.06roe
117
138
22
Article
11
01
Explicit knowledge about language in L2 learning
A usage-based perspective
1
A01
Karen Roehr-Brackin
Roehr-Brackin, Karen
Karen
Roehr-Brackin
University of Essex
20
complexity theory
20
Explicit knowledge and learning
20
instructed L2 learning
20
usage-based approach
01
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.
10
01
JB code
sibil.48.07per
139
166
28
Article
12
01
The learnability of language
The
learnability of language
Insights from the implicit learning literature
1
A01
Pierre Perruchet
Perruchet, Pierre
Pierre
Perruchet
LEAD – CNRS UMR5022, Université de Bourgogne
2
A01
Benedicte Poulin-Charronnat
Poulin-Charronnat, Benedicte
Benedicte
Poulin-Charronnat
LEAD – CNRS UMR5022, Université de Bourgogne
01
The issue of the learnability of language contrasts the proposals of Chomsky (e.g. 1965), who claimed that the major part of language mastery involves innate domain-specific structures, to more recent nonnativist approaches, from the usage-based theories to Bayesian models, which contend that language acquisition rests on all-purpose domain-general learning processes. This chapter aims at examining the potential contribution to this issue of the literature on implicit learning, defined as the set of studies addressing the question of how participants learn in incidental conditions when they are faced with complex situations governed by arbitrary rules in laboratory settings. Overall, a striking parallelism emerges between usage-based approaches of language acquisition and implicit learning results, opening to a common research agenda.
10
01
JB code
sibil.48.08wei
167
190
24
Article
13
01
Tracking multiple inputs
The challenge of bilingual statistical learning
1
A01
Daniel J. Weiss
Weiss, Daniel J.
Daniel J.
Weiss
The Pennsylvania State University
2
A01
Tim Poepsel
Poepsel, Tim
Tim
Poepsel
The Pennsylvania State University
3
A01
Chip Gerfen
Gerfen, Chip
Chip
Gerfen
American University
01
For many learners, language acquisition may entail acquiring more than a single language. Yet to date, much of the research on the fundamental mechanisms of language acquisition has been predicated, at least implicitly, on modeling monolingual acquisition. In this chapter, we explore statistical learning, the ability to track distributional properties of the input, through the lens of multilingual acquisition. This ability is thought to play a critical role in the early stages of language acquisition. We identify a set of theoretical challenges that need to be overcome in order to track multiple sets of statistics and develop multiple representations to accommodate each input language. We then review the limited number of empirical studies that have investigated how people keep track of statistics in multiple artificial inputs and explore the consequences of accruing statistics in multi-language input for infants raised in bilingual environments. We highlight the role that contextual cues may play in helping solve the problem of multiple inputs, pointing out that they may facilitate the forming of multiple representations. We conclude, based on the available data, that the consequences of bilingualism for statistical learning may be a greater propensity to posit multiple underlying causal models when the input is variable.
10
01
JB code
sibil.48.09wal
191
212
22
Article
14
01
Implicit statistical learning and language acquisition
Experience-dependent constraints on learning
1
A01
Anne M. Walk
Walk, Anne M.
Anne M.
Walk
Eastern Illinois University
2
A01
Christopher M. Conway
Conway, Christopher M.
Christopher M.
Conway
Georgia State University
01
Acquiring spoken language involves implicitly learning the statistical relations among language units. In this chapter, we review recent behavioral and neurophysiological findings from our research group that illuminate the relation of this type of ‘implicit statistical learning’ (ISL) to language acquisition. First, we review evidence illustrating that ISL mechanisms enable the learner to predict upcoming language units. Second, we show modality constraints affecting the operation of ISL mechanisms, with auditory and visual learning biased to learn different types of patterns. Third, we demonstrate that under certain developmental conditions typical ISL abilities are altered, which can detrimentally affect subsequent language acquisition. These findings highlight the experience-dependent nature of ISL and its relation to typical and atypical language acquisition.
10
01
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sibil.48.10onn
213
246
34
Article
15
01
Implicit learning of non-adjacent dependencies
A graded, associative account
1
A01
Luca Onnis
Onnis, Luca
Luca
Onnis
Nanyang Technological University
2
A01
Arnaud Destrebecqz
Destrebecqz, Arnaud
Arnaud
Destrebecqz
Université Libre de Bruxelles
3
A01
Morten H. Christiansen
Christiansen, Morten H.
Morten H.
Christiansen
Cornell University
4
A01
Nick Chater
Chater, Nick
Nick
Chater
University of Warwick
5
A01
Axel Cleeremans
Cleeremans, Axel
Axel
Cleeremans
Université Libre de Bruxelles
20
artificial grammar learning
20
artificial language learning
20
computational models
20
connectionism
20
grammar
20
implicit learning
20
non-adjacent dependencies
20
sequence learning
20
Simple Recurrent Networks
20
statistical learning
01
Language and other higher-cognitive functions require structured sequential behavior including non-adjacent relations. A fundamental question in cognitive science is what computational machinery can support both the learning and representation of such non-adjacencies, and what properties of the input facilitate such processes. Learning experiments using miniature languages with adult and infants have demonstrated the impact of high variability (Gómez, 2003) as well as nil variability (Onnis, Christiansen, Chater, & Gómez (2003; submitted) of intermediate elements on the learning of nonadjacent dependencies. Intriguingly, current associative measures cannot explain this U shape curve. In this chapter, extensive computer simulations using five different connectionist architectures reveal that Simple Recurrent Networks (SRN) best capture the behavioral data, by superimposing local and distant information over their internal ‘mental’ states. These results provide the first mechanistic account of implicit associative learning of non-adjacent dependencies modulated by distributional properties of the input. We conclude that implicit statistical learning might be more powerful than previously anticipated.
10
01
JB code
sibil.48.s3
Section header
16
01
Methodology
10
01
JB code
sibil.48.11zio
247
274
28
Article
17
01
Artificial grammar learning
An introduction to key issues and debates
1
A01
Eleni Ziori
Ziori, Eleni
Eleni
Ziori
University of Ioannina
2
A01
Emmanuel Pothos
Pothos, Emmanuel
Emmanuel
Pothos
City University, London
01
We consider Artificial Grammar Learning (AGL), which is a versatile methodological tool for the study of learning. AGL is fairly unique amongst learning paradigms, in that it allows an instantiation of a wide variety of theories of learning, including rules, similarity, and associative learning theories. Also, performance in AGL tasks typically reflects both implicit and explicit learning processes. We review these putative influences on AGL performance and how they relate to general cognitive theory. This flexibility of the AGL paradigm comes at a price, in that sophisticated modeling and analytical methods are required in order to make precise hypotheses about the psychological basis of AGL performance in particular cases. We review methodological issues and briefly assess a range of analytical tools in AGL.
10
01
JB code
sibil.48.12rog
275
300
26
Article
18
01
Challenges in implicit learning research
Validating a novel artificial language
1
A01
John Rogers
Rogers, John
John
Rogers
Qatar University
2
A01
Andrea Révész
Révész, Andrea
Andrea
Révész
UCL Institute of Education, University College London
3
A01
Patrick Rebuschat
Rebuschat, Patrick
Patrick
Rebuschat
Lancaster University
20
artificial language learning
20
experimental design
20
implicit learning
20
incidental learning
01
This chapter documents some of the methodological challenges in the use of artificial grammars in second language research. In the three experiments reported here, participants were exposed to an artificial language system based on Czech morphology under incidental learning conditions. After several modifications to the design of Experiments 1 and 2, Experiment 3 provided evidence that learners can acquire knowledge of L2 case marking incidentally. Taken together, these three experiments illustrate the challenges that researchers can face when carrying out incidental learning research, in particular the often unreported difficulty in establishing an initial learning effect when piloting a novel, semi-artificial language system.
10
01
JB code
sibil.48.13san
301
324
24
Article
19
01
Effects of conditions on L2 development
Moving beyond accuracy
1
A01
Cristina Sanz
Sanz, Cristina
Cristina
Sanz
Georgetown University
2
A01
Sarah Grey
Grey, Sarah
Sarah
Grey
Georgetown University
01
Most research on the effects of implicit and explicit conditions, especially that which is pedagogically oriented, has been limited in terms of outcome measures. This stems from an over-reliance on accuracy data as the only dependent variable in measuring the differential effects of conditions. Accuracy data provide information on the static outcome, or product, of an input condition, but are unable to inform us about the dynamic processing profiles that underlie this product. This chapter outlines a more detailed perspective on the contributions of explicit and implicit conditions in second language (L2) development. Specifically, it highlights recent research which has used accuracy data in combination with online measures of processing in order to better characterize the effects of conditions on L2 learning and development.
10
01
JB code
sibil.48.14god
325
348
24
Article
20
01
Investigating implicit and explicit processing using L2 learners’ eye-movement data
1
A01
Aline Godfroid
Godfroid, Aline
Aline
Godfroid
Michigan State University
2
A01
Paula Winke
Winke, Paula
Paula
Winke
Michigan State University
20
attention
20
awareness
20
consciousness
20
eye trackers
20
eye-movement
20
Saliency
01
In this chapter we review eye-tracking methodology as a way to investigate aspects of implicit and explicit L2 processing, given that the research context allows one to do so. We begin by briefly reviewing the L1 eye-tracking research of psychologists and cognitive scientists whose work provided (and continues to provide) a strong foundation for subsequent and now burgeoning L2 eye-movement studies. We discuss how eye-movement records can be used to investigate the workings of the language-processing system, which in adult L2 learners is often fraught with processing difficulties that can give rise to longer or more frequent fixations and rereading. We explain the premise that longer fixations and more regressions, as compared to baseline data, indicate more effortful processing and, in some research designs, more attention. However, the resolution (successful or not, remembered or abandoned) of that processing is not specified through the eye-movement record. Following that premise, we outline how L2 researchers use eye-tracking data to investigate bilingualism’s effects on language access and processing. We also review eye-movement research by applied linguists who have investigated L2 knowledge, processing, and implicit or explicit learning conditions. We conclude by recommending that researchers triangulate their eye-movement data with offline or other online measures to provide more nuanced insights into the nature and effects of L2 learners’ processing, whether implicit or explicit and conducive to L2 development or not. In this way, future SLA researchers can employ eye trackers to robustly investigate L2 learning from an implicit <i>vs. </i>explicit perspective.
10
01
JB code
sibil.48.15mor
349
384
36
Article
21
01
Contributions of event-related potential research to issues in explicit and implicit second language acquisition
1
A01
Kara Morgan-Short
Morgan-Short, Kara
Kara
Morgan-Short
University of Illinois at Chicago
2
A01
Mandy Faretta-Stutenberg
Faretta-Stutenberg, Mandy
Mandy
Faretta-Stutenberg
University of Illinois at Chicago
3
A01
Laura Bartlett-Hsu
Bartlett-Hsu, Laura
Laura
Bartlett-Hsu
University of Illinois at Chicago
01
This chapter discusses how event-related potential (ERP) methodology and research may contribute to the issue of explicit and implicit learning of second languages (L2s). To start, we provide a general introduction to ERPs and an overview of common language-related ERP components, including information about their identifying characteristics, the underlying processes that they are understood to reflect, and whether they reflect explicit or implicit processing and knowledge. After providing this overview of language-related ERPs, we briefly describe the general pattern of ERP components found for L2 processing. Next, we consider the potential contributions of ERPs to explicit and implicit issues in L2 acquisition, and review the L2 literature more precisely by considering the patterns of ERP effects elicited by more explicit and implicit learning conditions in both laboratory and natural settings. Finally, we offer conclusions about the contributions of current L2 ERP research to issues of implicit and explicit L2 acquisition and make suggestions as to future directions for research.
10
01
JB code
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Section header
22
01
Practical applications
The case of instructed SLA
10
01
JB code
sibil.48.16kac
385
416
32
Article
23
01
Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching
1
A01
Ilina Kachinske
Kachinske, Ilina
Ilina
Kachinske
University of Maryland, College Park
2
A01
Peter Osthus
Osthus, Peter
Peter
Osthus
University of Maryland, College Park
3
A01
Katya Solovyeva
Solovyeva, Katya
Katya
Solovyeva
University of Maryland, College Park
4
A01
Mike Long
Long, Mike
Mike
Long
University of Maryland, College Park
20
cognitive-interactionist approach
20
Implicit learning
20
morphosyntax
01
In a study of implicit learning of an artificial L2 morphosyntactic rule, 65 adult native speakers of English were randomly assigned to one of three conditions: incidental, intentional, or control. Participants in the experimental conditions were trained on sentences containing a determiner phrase, the word order in which varied if an adjective was present. On a GJT, both experimental groups performed above chance on the simplest rule of noun-determiner ordering; only the intentional group learned the more complex adjective-determiner-noun order. No participants learned a third, generalization structure not encountered in training. Given similar findings from other experiments, we suggest that implicit L2 learning by adults may be constrained, but has an important role in a cognitive-interactionist approach to language teaching.
10
01
JB code
sibil.48.17ell
417
442
26
Article
24
01
Form-focused instruction and the measurement of implicit and explicit L2 knowledge
1
A01
Rod Ellis
Ellis, Rod
Rod
Ellis
University of Auckland
20
form-focused instruction
20
L2 explicit knowledge
20
L2 implicit knowledge
20
testing
01
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.
10
01
JB code
sibil.48.18goo
443
482
40
Article
25
01
Implicit and explicit instruction in L2 learning
Norris & Ortega (2000) revisited and updated
1
A01
Jaemyung Goo
Goo, Jaemyung
Jaemyung
Goo
Gwangju National University of Education
2
A01
Gisela Granena
Granena, Gisela
Gisela
Granena
Universitat Oberta de Catalunya
3
A01
Yucel Yilmaz
Yilmaz, Yucel
Yucel
Yilmaz
Indiana University
4
A01
Miguel Novella
Novella, Miguel
Miguel
Novella
Eastern Washington University
20
Cohen’s d
20
effect size
20
Implicit and explicit instruction
20
meta-analysis
20
Q statistic
01
More than a decade has passed since Norris and Ortega’s (2000) seminal meta-analysis on the effectiveness of instruction in L2 learning. This line of research has matured for another research synthesis, which led to the present meta-analytic review. Thirty-four unique sample studies, in each of which explicit and implicit instructional treatments were compared, were retrieved and included in the present meta-analysis: 11 studies from Norris and Ortega’s meta-analysis and 23 new studies published between 1999 and 2011. Overall, explicit instruction was found to have been more effective than implicit instruction. The effectiveness of implicit and explicit instruction in L2 development was also meta-analyzed in terms of several moderator variables. We discuss our results in comparison with Norris and Ortega’s findings.
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8
Article
26
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Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20150924
2015
John Benjamins
02
WORLD
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1050
gr
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JB
1
John Benjamins Publishing Company
+31 20 6304747
+31 20 6739773
bookorder@benjamins.nl
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https://benjamins.com
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WORLD
US CA MX
21
30
14
01
02
JB
1
00
105.00
EUR
R
02
02
JB
1
00
111.30
EUR
R
01
JB
10
bebc
+44 1202 712 934
+44 1202 712 913
sales@bebc.co.uk
03
GB
21
14
02
02
JB
1
00
88.00
GBP
Z
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JB
2
John Benjamins North America
+1 800 562-5666
+1 703 661-1501
benjamins@presswarehouse.com
01
https://benjamins.com
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US CA MX
21
14
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gen
02
JB
1
00
158.00
USD
458009082
03
01
01
JB
John Benjamins Publishing Company
01
JB code
SiBil 48 Pb
15
9789027241900
13
2014049673
BC
01
SiBil
02
0928-1533
Studies in Bilingualism
48
01
Implicit and Explicit Learning of Languages
01
sibil.48
01
https://benjamins.com
02
https://benjamins.com/catalog/sibil.48
1
B01
Patrick Rebuschat
Rebuschat, Patrick
Patrick
Rebuschat
Lancaster University
01
eng
511
xxii
489
LAN009000
v.2006
CFDC
2
24
JB Subject Scheme
LIN.APPL
Applied linguistics
24
JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.EDUC
Language teaching
24
JB Subject Scheme
LIN.BIL
Multilingualism
24
JB Subject Scheme
LIN.THEOR
Theoretical linguistics
06
01
Implicit learning is a fundamental feature of human cognition. Many essential skills, including language comprehension and production, intuitive decision making, and social interaction, are largely dependent on implicit (unconscious) knowledge. Given its relevance, it is not surprising that the study of implicit learning plays a central role in the cognitive sciences. The present volume brings together eminent researchers from a variety of fields (e.g., cognitive psychology, linguistics, education, cognitive neuroscience, developmental psychology) in order to assess the progress made in the study of implicit and explicit learning, to critically evaluate key concepts and methodologies, and to determine future directions to take in this interdisciplinary enterprise. The eighteen chapters in this volume are written in an accessible and engaging fashion; together, they provide the reader with a comprehensive snapshot of the exciting current work on the implicit and explicit learning of languages.
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1
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Foreword
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sibil.48.002loc
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xii
4
Article
2
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List of contributors
10
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JB code
sibil.48.s1
Section header
3
01
Introduction
10
01
JB code
sibil.48.003int
xiii
xxii
10
Article
4
01
Introduction
Implicit and explicit learning of languages
1
A01
Patrick Rebuschat
Rebuschat, Patrick
Patrick
Rebuschat
Lancaster University
10
01
JB code
sibil.48.s2
Section header
5
01
Theoretical perspectives
10
01
JB code
sibil.48.01ell
1
24
24
Article
6
01
Implicit AND explicit language learning
Their dynamic interface and complexity
1
A01
Nick C. Ellis
Ellis, Nick C.
Nick C.
Ellis
University of Michigan
01
Learning symbols and their arrangement in language involves learning associations across and within modalities. Research on implicit learning and chunking within modalities (e.g. N. C. Ellis, 2002) has identified how language users are sensitive to the frequency of language forms and their sequential probabilities at all levels of granularity from phoneme to phrase. This knowledge allows efficient language processing and underpins acquisition by syntactic bootstrapping. Research on explicit learning (e.g. N. C. Ellis, 2005) has shown how conscious processing promotes the acquisition of novel explicit cross-modal form-meaning associations. These breathe meaning into the processing of language form and they underpin acquisition by semantic bootstrapping. This is particularly important in establishing novel processing routines in L2 acquisition. These representations are also then available as units of implicit learning in subsequent processing. Language systems emerge, both diachronically and ontogenetically, from the statistical abstraction of patterns latent within and across form and function in language usage. The complex adaptive system (N. C. Ellis & Larsen-Freeman, 2009b) of interactions within AND across form and function is far richer than that emergent from implicit or explicit learning alone.
10
01
JB code
sibil.48.02hul
25
46
22
Article
7
01
Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning
The virtues and pitfalls of a two-system view
1
A01
Jan H. Hulstijn
Hulstijn, Jan H.
Jan H.
Hulstijn
University of Amsterdam
01
This chapter examines to what extent Krashen’s (1981) distinction between acquired (implicit) and learned (explicit) knowledge can be upheld from a usage-based view on first and second language learning and in the light of recent advancement in (neuro)cognitive research on artificial grammar learning, statistical learning, and modelling implicit and explicit learning. It is proposed that, generally, two-system theories (e.g. implicit/explicit, declarative/procedural) appear to account for first and second language acquisition. However, given the complexity of language systems, the complexity of the human brain, and the possibility that consciousness should be conceived of as a scale rather than as a dichotomy, it might well be that a two-system view is too simple. The paper ends with partly speculative answers to six fundamental questions concerning implicit and explicit first and second language acquisition and an agenda for their investigation.
10
01
JB code
sibil.48.03leo
47
68
22
Article
8
01
Implicit learning in SLA
Of processes and products
1
A01
Ronald P. Leow
Leow, Ronald P.
Ronald P.
Leow
Georgetown University
20
implicit learning
20
internal validity
20
process
20
product
01
To date no solid consensus on the role of implicit learning in the L2 learning process from a psycholinguistic perspective has emerged in the SLA field. This chapter seeks to situate this type of learning from a process versus product perspective within an SLA theoretical framework, disambiguate the different perspectives of unawareness and learning based on their operationalizations and measurements, address several methodological issues derived from the research designs of studies purporting to investigate the role of awareness or lack thereof in language learning in SLA, and propose a list of criteria to be considered in studies investigating implicit learning in SLA in order to raise the level of internal validity of the study.
10
01
JB code
sibil.48.04pac
69
90
22
Article
9
01
Semantic implicit learning
1
A01
Albertyna Paciorek
Paciorek, Albertyna
Albertyna
Paciorek
University of Cambridge
2
A01
John N. Williams
Williams, John N.
John N.
Williams
University of Cambridge
01
Much previous research on implicit learning has examined form-based sequential regularities over letters and syllables. Recently, however, researchers have begun to examine implicit learning of systems in which the regularities are described at the level of meaning. We review existing work in this area, primarily from vision research and natural language. These studies suggest that meaning-based generalisations can be learned without intent and without awareness of what those generalisations are. In the case of language we review work on learning semantic constraints on determiner usage, and the acquisition of semantic preferences of verbs. We discuss outstanding issues: whether noticing of meaning, as well as form, is necessary, whether the effects reflect learning of new form-meaning connections as opposed to tuning of existing ones, and whether some semantic distinctions are more available to the implicit learning process than others.
10
01
JB code
sibil.48.05van
91
116
26
Article
10
01
What does current generative theory have to say about the explicit-implicit debate?
1
A01
Bill VanPatten
VanPatten, Bill
Bill
VanPatten
Michigan State University
2
A01
Jason Rothman
Rothman, Jason
Jason
Rothman
University of Reading and Artic University of Norway (UiT)
01
Taking a generative perspective, we divide aspects of language into three broad categories: those that cannot be learned (are inherent in Universal Grammar), those that are derived from Universal Grammar, and those that must be learned from the input. Using this framework of language to clarify the “what” of learning, we take the acquisition of null (and overt) subjects in languages like Spanish as an example of how to apply the framework. We demonstrate what properties of a null-subject grammar cannot be learned explicitly, which properties can, but also argue that it is an open empirical question as to whether these latter properties are learned using explicit processes, showing how linguistic and psychological approaches may intersect to better understand acquisition.
10
01
JB code
sibil.48.06roe
117
138
22
Article
11
01
Explicit knowledge about language in L2 learning
A usage-based perspective
1
A01
Karen Roehr-Brackin
Roehr-Brackin, Karen
Karen
Roehr-Brackin
University of Essex
20
complexity theory
20
Explicit knowledge and learning
20
instructed L2 learning
20
usage-based approach
01
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.
10
01
JB code
sibil.48.07per
139
166
28
Article
12
01
The learnability of language
The
learnability of language
Insights from the implicit learning literature
1
A01
Pierre Perruchet
Perruchet, Pierre
Pierre
Perruchet
LEAD – CNRS UMR5022, Université de Bourgogne
2
A01
Benedicte Poulin-Charronnat
Poulin-Charronnat, Benedicte
Benedicte
Poulin-Charronnat
LEAD – CNRS UMR5022, Université de Bourgogne
01
The issue of the learnability of language contrasts the proposals of Chomsky (e.g. 1965), who claimed that the major part of language mastery involves innate domain-specific structures, to more recent nonnativist approaches, from the usage-based theories to Bayesian models, which contend that language acquisition rests on all-purpose domain-general learning processes. This chapter aims at examining the potential contribution to this issue of the literature on implicit learning, defined as the set of studies addressing the question of how participants learn in incidental conditions when they are faced with complex situations governed by arbitrary rules in laboratory settings. Overall, a striking parallelism emerges between usage-based approaches of language acquisition and implicit learning results, opening to a common research agenda.
10
01
JB code
sibil.48.08wei
167
190
24
Article
13
01
Tracking multiple inputs
The challenge of bilingual statistical learning
1
A01
Daniel J. Weiss
Weiss, Daniel J.
Daniel J.
Weiss
The Pennsylvania State University
2
A01
Tim Poepsel
Poepsel, Tim
Tim
Poepsel
The Pennsylvania State University
3
A01
Chip Gerfen
Gerfen, Chip
Chip
Gerfen
American University
01
For many learners, language acquisition may entail acquiring more than a single language. Yet to date, much of the research on the fundamental mechanisms of language acquisition has been predicated, at least implicitly, on modeling monolingual acquisition. In this chapter, we explore statistical learning, the ability to track distributional properties of the input, through the lens of multilingual acquisition. This ability is thought to play a critical role in the early stages of language acquisition. We identify a set of theoretical challenges that need to be overcome in order to track multiple sets of statistics and develop multiple representations to accommodate each input language. We then review the limited number of empirical studies that have investigated how people keep track of statistics in multiple artificial inputs and explore the consequences of accruing statistics in multi-language input for infants raised in bilingual environments. We highlight the role that contextual cues may play in helping solve the problem of multiple inputs, pointing out that they may facilitate the forming of multiple representations. We conclude, based on the available data, that the consequences of bilingualism for statistical learning may be a greater propensity to posit multiple underlying causal models when the input is variable.
10
01
JB code
sibil.48.09wal
191
212
22
Article
14
01
Implicit statistical learning and language acquisition
Experience-dependent constraints on learning
1
A01
Anne M. Walk
Walk, Anne M.
Anne M.
Walk
Eastern Illinois University
2
A01
Christopher M. Conway
Conway, Christopher M.
Christopher M.
Conway
Georgia State University
01
Acquiring spoken language involves implicitly learning the statistical relations among language units. In this chapter, we review recent behavioral and neurophysiological findings from our research group that illuminate the relation of this type of ‘implicit statistical learning’ (ISL) to language acquisition. First, we review evidence illustrating that ISL mechanisms enable the learner to predict upcoming language units. Second, we show modality constraints affecting the operation of ISL mechanisms, with auditory and visual learning biased to learn different types of patterns. Third, we demonstrate that under certain developmental conditions typical ISL abilities are altered, which can detrimentally affect subsequent language acquisition. These findings highlight the experience-dependent nature of ISL and its relation to typical and atypical language acquisition.
10
01
JB code
sibil.48.10onn
213
246
34
Article
15
01
Implicit learning of non-adjacent dependencies
A graded, associative account
1
A01
Luca Onnis
Onnis, Luca
Luca
Onnis
Nanyang Technological University
2
A01
Arnaud Destrebecqz
Destrebecqz, Arnaud
Arnaud
Destrebecqz
Université Libre de Bruxelles
3
A01
Morten H. Christiansen
Christiansen, Morten H.
Morten H.
Christiansen
Cornell University
4
A01
Nick Chater
Chater, Nick
Nick
Chater
University of Warwick
5
A01
Axel Cleeremans
Cleeremans, Axel
Axel
Cleeremans
Université Libre de Bruxelles
20
artificial grammar learning
20
artificial language learning
20
computational models
20
connectionism
20
grammar
20
implicit learning
20
non-adjacent dependencies
20
sequence learning
20
Simple Recurrent Networks
20
statistical learning
01
Language and other higher-cognitive functions require structured sequential behavior including non-adjacent relations. A fundamental question in cognitive science is what computational machinery can support both the learning and representation of such non-adjacencies, and what properties of the input facilitate such processes. Learning experiments using miniature languages with adult and infants have demonstrated the impact of high variability (Gómez, 2003) as well as nil variability (Onnis, Christiansen, Chater, & Gómez (2003; submitted) of intermediate elements on the learning of nonadjacent dependencies. Intriguingly, current associative measures cannot explain this U shape curve. In this chapter, extensive computer simulations using five different connectionist architectures reveal that Simple Recurrent Networks (SRN) best capture the behavioral data, by superimposing local and distant information over their internal ‘mental’ states. These results provide the first mechanistic account of implicit associative learning of non-adjacent dependencies modulated by distributional properties of the input. We conclude that implicit statistical learning might be more powerful than previously anticipated.
10
01
JB code
sibil.48.s3
Section header
16
01
Methodology
10
01
JB code
sibil.48.11zio
247
274
28
Article
17
01
Artificial grammar learning
An introduction to key issues and debates
1
A01
Eleni Ziori
Ziori, Eleni
Eleni
Ziori
University of Ioannina
2
A01
Emmanuel Pothos
Pothos, Emmanuel
Emmanuel
Pothos
City University, London
01
We consider Artificial Grammar Learning (AGL), which is a versatile methodological tool for the study of learning. AGL is fairly unique amongst learning paradigms, in that it allows an instantiation of a wide variety of theories of learning, including rules, similarity, and associative learning theories. Also, performance in AGL tasks typically reflects both implicit and explicit learning processes. We review these putative influences on AGL performance and how they relate to general cognitive theory. This flexibility of the AGL paradigm comes at a price, in that sophisticated modeling and analytical methods are required in order to make precise hypotheses about the psychological basis of AGL performance in particular cases. We review methodological issues and briefly assess a range of analytical tools in AGL.
10
01
JB code
sibil.48.12rog
275
300
26
Article
18
01
Challenges in implicit learning research
Validating a novel artificial language
1
A01
John Rogers
Rogers, John
John
Rogers
Qatar University
2
A01
Andrea Révész
Révész, Andrea
Andrea
Révész
UCL Institute of Education, University College London
3
A01
Patrick Rebuschat
Rebuschat, Patrick
Patrick
Rebuschat
Lancaster University
20
artificial language learning
20
experimental design
20
implicit learning
20
incidental learning
01
This chapter documents some of the methodological challenges in the use of artificial grammars in second language research. In the three experiments reported here, participants were exposed to an artificial language system based on Czech morphology under incidental learning conditions. After several modifications to the design of Experiments 1 and 2, Experiment 3 provided evidence that learners can acquire knowledge of L2 case marking incidentally. Taken together, these three experiments illustrate the challenges that researchers can face when carrying out incidental learning research, in particular the often unreported difficulty in establishing an initial learning effect when piloting a novel, semi-artificial language system.
10
01
JB code
sibil.48.13san
301
324
24
Article
19
01
Effects of conditions on L2 development
Moving beyond accuracy
1
A01
Cristina Sanz
Sanz, Cristina
Cristina
Sanz
Georgetown University
2
A01
Sarah Grey
Grey, Sarah
Sarah
Grey
Georgetown University
01
Most research on the effects of implicit and explicit conditions, especially that which is pedagogically oriented, has been limited in terms of outcome measures. This stems from an over-reliance on accuracy data as the only dependent variable in measuring the differential effects of conditions. Accuracy data provide information on the static outcome, or product, of an input condition, but are unable to inform us about the dynamic processing profiles that underlie this product. This chapter outlines a more detailed perspective on the contributions of explicit and implicit conditions in second language (L2) development. Specifically, it highlights recent research which has used accuracy data in combination with online measures of processing in order to better characterize the effects of conditions on L2 learning and development.
10
01
JB code
sibil.48.14god
325
348
24
Article
20
01
Investigating implicit and explicit processing using L2 learners’ eye-movement data
1
A01
Aline Godfroid
Godfroid, Aline
Aline
Godfroid
Michigan State University
2
A01
Paula Winke
Winke, Paula
Paula
Winke
Michigan State University
20
attention
20
awareness
20
consciousness
20
eye trackers
20
eye-movement
20
Saliency
01
In this chapter we review eye-tracking methodology as a way to investigate aspects of implicit and explicit L2 processing, given that the research context allows one to do so. We begin by briefly reviewing the L1 eye-tracking research of psychologists and cognitive scientists whose work provided (and continues to provide) a strong foundation for subsequent and now burgeoning L2 eye-movement studies. We discuss how eye-movement records can be used to investigate the workings of the language-processing system, which in adult L2 learners is often fraught with processing difficulties that can give rise to longer or more frequent fixations and rereading. We explain the premise that longer fixations and more regressions, as compared to baseline data, indicate more effortful processing and, in some research designs, more attention. However, the resolution (successful or not, remembered or abandoned) of that processing is not specified through the eye-movement record. Following that premise, we outline how L2 researchers use eye-tracking data to investigate bilingualism’s effects on language access and processing. We also review eye-movement research by applied linguists who have investigated L2 knowledge, processing, and implicit or explicit learning conditions. We conclude by recommending that researchers triangulate their eye-movement data with offline or other online measures to provide more nuanced insights into the nature and effects of L2 learners’ processing, whether implicit or explicit and conducive to L2 development or not. In this way, future SLA researchers can employ eye trackers to robustly investigate L2 learning from an implicit <i>vs. </i>explicit perspective.
10
01
JB code
sibil.48.15mor
349
384
36
Article
21
01
Contributions of event-related potential research to issues in explicit and implicit second language acquisition
1
A01
Kara Morgan-Short
Morgan-Short, Kara
Kara
Morgan-Short
University of Illinois at Chicago
2
A01
Mandy Faretta-Stutenberg
Faretta-Stutenberg, Mandy
Mandy
Faretta-Stutenberg
University of Illinois at Chicago
3
A01
Laura Bartlett-Hsu
Bartlett-Hsu, Laura
Laura
Bartlett-Hsu
University of Illinois at Chicago
01
This chapter discusses how event-related potential (ERP) methodology and research may contribute to the issue of explicit and implicit learning of second languages (L2s). To start, we provide a general introduction to ERPs and an overview of common language-related ERP components, including information about their identifying characteristics, the underlying processes that they are understood to reflect, and whether they reflect explicit or implicit processing and knowledge. After providing this overview of language-related ERPs, we briefly describe the general pattern of ERP components found for L2 processing. Next, we consider the potential contributions of ERPs to explicit and implicit issues in L2 acquisition, and review the L2 literature more precisely by considering the patterns of ERP effects elicited by more explicit and implicit learning conditions in both laboratory and natural settings. Finally, we offer conclusions about the contributions of current L2 ERP research to issues of implicit and explicit L2 acquisition and make suggestions as to future directions for research.
10
01
JB code
sibil.48.s4
Section header
22
01
Practical applications
The case of instructed SLA
10
01
JB code
sibil.48.16kac
385
416
32
Article
23
01
Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching
1
A01
Ilina Kachinske
Kachinske, Ilina
Ilina
Kachinske
University of Maryland, College Park
2
A01
Peter Osthus
Osthus, Peter
Peter
Osthus
University of Maryland, College Park
3
A01
Katya Solovyeva
Solovyeva, Katya
Katya
Solovyeva
University of Maryland, College Park
4
A01
Mike Long
Long, Mike
Mike
Long
University of Maryland, College Park
20
cognitive-interactionist approach
20
Implicit learning
20
morphosyntax
01
In a study of implicit learning of an artificial L2 morphosyntactic rule, 65 adult native speakers of English were randomly assigned to one of three conditions: incidental, intentional, or control. Participants in the experimental conditions were trained on sentences containing a determiner phrase, the word order in which varied if an adjective was present. On a GJT, both experimental groups performed above chance on the simplest rule of noun-determiner ordering; only the intentional group learned the more complex adjective-determiner-noun order. No participants learned a third, generalization structure not encountered in training. Given similar findings from other experiments, we suggest that implicit L2 learning by adults may be constrained, but has an important role in a cognitive-interactionist approach to language teaching.
10
01
JB code
sibil.48.17ell
417
442
26
Article
24
01
Form-focused instruction and the measurement of implicit and explicit L2 knowledge
1
A01
Rod Ellis
Ellis, Rod
Rod
Ellis
University of Auckland
20
form-focused instruction
20
L2 explicit knowledge
20
L2 implicit knowledge
20
testing
01
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.
10
01
JB code
sibil.48.18goo
443
482
40
Article
25
01
Implicit and explicit instruction in L2 learning
Norris & Ortega (2000) revisited and updated
1
A01
Jaemyung Goo
Goo, Jaemyung
Jaemyung
Goo
Gwangju National University of Education
2
A01
Gisela Granena
Granena, Gisela
Gisela
Granena
Universitat Oberta de Catalunya
3
A01
Yucel Yilmaz
Yilmaz, Yucel
Yucel
Yilmaz
Indiana University
4
A01
Miguel Novella
Novella, Miguel
Miguel
Novella
Eastern Washington University
20
Cohen’s d
20
effect size
20
Implicit and explicit instruction
20
meta-analysis
20
Q statistic
01
More than a decade has passed since Norris and Ortega’s (2000) seminal meta-analysis on the effectiveness of instruction in L2 learning. This line of research has matured for another research synthesis, which led to the present meta-analytic review. Thirty-four unique sample studies, in each of which explicit and implicit instructional treatments were compared, were retrieved and included in the present meta-analysis: 11 studies from Norris and Ortega’s meta-analysis and 23 new studies published between 1999 and 2011. Overall, explicit instruction was found to have been more effective than implicit instruction. The effectiveness of implicit and explicit instruction in L2 development was also meta-analyzed in terms of several moderator variables. We discuss our results in comparison with Norris and Ortega’s findings.
10
01
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483
490
8
Article
26
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20150924
2015
John Benjamins
02
WORLD
08
930
gr
01
JB
1
John Benjamins Publishing Company
+31 20 6304747
+31 20 6739773
bookorder@benjamins.nl
01
https://benjamins.com
01
WORLD
US CA MX
21
29
11
01
02
JB
1
00
36.00
EUR
R
02
02
JB
1
00
38.16
EUR
R
01
JB
10
bebc
+44 1202 712 934
+44 1202 712 913
sales@bebc.co.uk
03
GB
21
11
02
02
JB
1
00
30.00
GBP
Z
01
JB
2
John Benjamins North America
+1 800 562-5666
+1 703 661-1501
benjamins@presswarehouse.com
01
https://benjamins.com
01
US CA MX
21
3
11
01
gen
02
JB
1
00
54.00
USD