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152009081 03 01 01 JB John Benjamins Publishing Company 01 JB code SiBil 48 Eb 15 9789027268723 06 10.1075/sibil.48 13 2015006119 DG 002 02 01 SiBil 02 0928-1533 Studies in Bilingualism 48 <TitleType>01</TitleType> <TitleText textformat="02">Implicit and Explicit Learning of Languages</TitleText> 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. 04 09 01 https://benjamins.com/covers/475/sibil.48.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027241894.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027241894.tif 06 09 01 https://benjamins.com/covers/1200_front/sibil.48.hb.png 07 09 01 https://benjamins.com/covers/125/sibil.48.png 25 09 01 https://benjamins.com/covers/1200_back/sibil.48.hb.png 27 09 01 https://benjamins.com/covers/3d_web/sibil.48.hb.png 10 01 JB code sibil.48.001for vii viii 2 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">Foreword</TitleText> 10 01 JB code sibil.48.002loc ix xii 4 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">List of contributors</TitleText> 10 01 JB code sibil.48.s1 Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code sibil.48.003int xiii xxii 10 Article 4 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> <Subtitle textformat="02">Implicit and explicit learning of languages</Subtitle> 1 A01 Patrick Rebuschat Rebuschat, Patrick Patrick Rebuschat Lancaster University 10 01 JB code sibil.48.s2 Section header 5 <TitleType>01</TitleType> <TitleText textformat="02">Theoretical perspectives</TitleText> 10 01 JB code sibil.48.01ell 1 24 24 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Implicit AND explicit language learning</TitleText> <Subtitle textformat="02">Their dynamic interface and complexity</Subtitle> 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 &#38; 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 <TitleType>01</TitleType> <TitleText textformat="02">Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning</TitleText> <Subtitle textformat="02">The virtues and pitfalls of a two-system view</Subtitle> 1 A01 Jan H. Hulstijn Hulstijn, Jan H. Jan H. Hulstijn University of Amsterdam 01 This chapter examines to what extent Krashen&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Implicit learning in SLA</TitleText> <Subtitle textformat="02">Of processes and products</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Semantic implicit learning</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">What does current generative theory have to say about the explicit-implicit debate&#63;</TitleText> 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 &#8220;what&#8221; 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 <TitleType>01</TitleType> <TitleText textformat="02">Explicit knowledge about language in L2 learning</TitleText> <Subtitle textformat="02">A usage-based perspective</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">The learnability of language</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">learnability of language</TitleWithoutPrefix> <Subtitle textformat="02">Insights from the implicit learning literature</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Tracking multiple inputs</TitleText> <Subtitle textformat="02">The challenge of bilingual statistical learning</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Implicit statistical learning and language acquisition</TitleText> <Subtitle textformat="02">Experience-dependent constraints on learning</Subtitle> 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 &#8216;implicit statistical learning&#8217; (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 <TitleType>01</TitleType> <TitleText textformat="02">Implicit learning of non-adjacent dependencies</TitleText> <Subtitle textformat="02">A graded, associative account</Subtitle> 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 (G&#243;mez, 2003) as well as nil variability (Onnis, Christiansen, Chater, &#38; G&#243;mez (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 &#8216;mental&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Methodology</TitleText> 10 01 JB code sibil.48.11zio 247 274 28 Article 17 <TitleType>01</TitleType> <TitleText textformat="02">Artificial grammar learning</TitleText> <Subtitle textformat="02">An introduction to key issues and debates</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Challenges in implicit learning research</TitleText> <Subtitle textformat="02">Validating a novel artificial language</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Effects of conditions on L2 development</TitleText> <Subtitle textformat="02">Moving beyond accuracy</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Investigating implicit and explicit processing using L2 learners&#8217; eye-movement data</TitleText> 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&#8217;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&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Contributions of event-related potential research to issues in explicit and implicit second language acquisition</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Practical applications</TitleText> <Subtitle textformat="02">The case of instructed SLA</Subtitle> 10 01 JB code sibil.48.16kac 385 416 32 Article 23 <TitleType>01</TitleType> <TitleText textformat="02">Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Form-focused instruction and the measurement of implicit and explicit L2 knowledge</TitleText> 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 &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Implicit and explicit instruction in L2 learning</TitleText> <Subtitle textformat="02">Norris &#38; Ortega (2000) revisited and updated</Subtitle> 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&#8217;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&#8217;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&#8217;s findings. 10 01 JB code sibil.48.19ind 483 490 8 Article 26 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 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 01 06 Institutional price 00 88.00 GBP Z 01 05 Consumer price 00 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 <TitleType>01</TitleType> <TitleText textformat="02">Implicit and Explicit Learning of Languages</TitleText> 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. 04 09 01 https://benjamins.com/covers/475/sibil.48.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027241894.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027241894.tif 06 09 01 https://benjamins.com/covers/1200_front/sibil.48.hb.png 07 09 01 https://benjamins.com/covers/125/sibil.48.png 25 09 01 https://benjamins.com/covers/1200_back/sibil.48.hb.png 27 09 01 https://benjamins.com/covers/3d_web/sibil.48.hb.png 10 01 JB code sibil.48.001for vii viii 2 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">Foreword</TitleText> 10 01 JB code sibil.48.002loc ix xii 4 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">List of contributors</TitleText> 10 01 JB code sibil.48.s1 Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code sibil.48.003int xiii xxii 10 Article 4 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> <Subtitle textformat="02">Implicit and explicit learning of languages</Subtitle> 1 A01 Patrick Rebuschat Rebuschat, Patrick Patrick Rebuschat Lancaster University 10 01 JB code sibil.48.s2 Section header 5 <TitleType>01</TitleType> <TitleText textformat="02">Theoretical perspectives</TitleText> 10 01 JB code sibil.48.01ell 1 24 24 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Implicit AND explicit language learning</TitleText> <Subtitle textformat="02">Their dynamic interface and complexity</Subtitle> 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 &#38; 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 <TitleType>01</TitleType> <TitleText textformat="02">Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning</TitleText> <Subtitle textformat="02">The virtues and pitfalls of a two-system view</Subtitle> 1 A01 Jan H. Hulstijn Hulstijn, Jan H. Jan H. Hulstijn University of Amsterdam 01 This chapter examines to what extent Krashen&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Implicit learning in SLA</TitleText> <Subtitle textformat="02">Of processes and products</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Semantic implicit learning</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">What does current generative theory have to say about the explicit-implicit debate&#63;</TitleText> 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 &#8220;what&#8221; 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 <TitleType>01</TitleType> <TitleText textformat="02">Explicit knowledge about language in L2 learning</TitleText> <Subtitle textformat="02">A usage-based perspective</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">The learnability of language</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">learnability of language</TitleWithoutPrefix> <Subtitle textformat="02">Insights from the implicit learning literature</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Tracking multiple inputs</TitleText> <Subtitle textformat="02">The challenge of bilingual statistical learning</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Implicit statistical learning and language acquisition</TitleText> <Subtitle textformat="02">Experience-dependent constraints on learning</Subtitle> 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 &#8216;implicit statistical learning&#8217; (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 <TitleType>01</TitleType> <TitleText textformat="02">Implicit learning of non-adjacent dependencies</TitleText> <Subtitle textformat="02">A graded, associative account</Subtitle> 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 (G&#243;mez, 2003) as well as nil variability (Onnis, Christiansen, Chater, &#38; G&#243;mez (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 &#8216;mental&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Methodology</TitleText> 10 01 JB code sibil.48.11zio 247 274 28 Article 17 <TitleType>01</TitleType> <TitleText textformat="02">Artificial grammar learning</TitleText> <Subtitle textformat="02">An introduction to key issues and debates</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Challenges in implicit learning research</TitleText> <Subtitle textformat="02">Validating a novel artificial language</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Effects of conditions on L2 development</TitleText> <Subtitle textformat="02">Moving beyond accuracy</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Investigating implicit and explicit processing using L2 learners&#8217; eye-movement data</TitleText> 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&#8217;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&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Contributions of event-related potential research to issues in explicit and implicit second language acquisition</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Practical applications</TitleText> <Subtitle textformat="02">The case of instructed SLA</Subtitle> 10 01 JB code sibil.48.16kac 385 416 32 Article 23 <TitleType>01</TitleType> <TitleText textformat="02">Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Form-focused instruction and the measurement of implicit and explicit L2 knowledge</TitleText> 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 &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Implicit and explicit instruction in L2 learning</TitleText> <Subtitle textformat="02">Norris &#38; Ortega (2000) revisited and updated</Subtitle> 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&#8217;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&#8217;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&#8217;s findings. 10 01 JB code sibil.48.19ind 483 490 8 Article 26 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20150924 2015 John Benjamins 02 WORLD 08 1050 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 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 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 14 01 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 <TitleType>01</TitleType> <TitleText textformat="02">Implicit and Explicit Learning of Languages</TitleText> 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. 04 09 01 https://benjamins.com/covers/475/sibil.48.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027241894.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027241894.tif 06 09 01 https://benjamins.com/covers/1200_front/sibil.48.pb.png 07 09 01 https://benjamins.com/covers/125/sibil.48.png 25 09 01 https://benjamins.com/covers/1200_back/sibil.48.pb.png 27 09 01 https://benjamins.com/covers/3d_web/sibil.48.pb.png 10 01 JB code sibil.48.001for vii viii 2 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">Foreword</TitleText> 10 01 JB code sibil.48.002loc ix xii 4 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">List of contributors</TitleText> 10 01 JB code sibil.48.s1 Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code sibil.48.003int xiii xxii 10 Article 4 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> <Subtitle textformat="02">Implicit and explicit learning of languages</Subtitle> 1 A01 Patrick Rebuschat Rebuschat, Patrick Patrick Rebuschat Lancaster University 10 01 JB code sibil.48.s2 Section header 5 <TitleType>01</TitleType> <TitleText textformat="02">Theoretical perspectives</TitleText> 10 01 JB code sibil.48.01ell 1 24 24 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Implicit AND explicit language learning</TitleText> <Subtitle textformat="02">Their dynamic interface and complexity</Subtitle> 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 &#38; 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 <TitleType>01</TitleType> <TitleText textformat="02">Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning</TitleText> <Subtitle textformat="02">The virtues and pitfalls of a two-system view</Subtitle> 1 A01 Jan H. Hulstijn Hulstijn, Jan H. Jan H. Hulstijn University of Amsterdam 01 This chapter examines to what extent Krashen&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Implicit learning in SLA</TitleText> <Subtitle textformat="02">Of processes and products</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Semantic implicit learning</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">What does current generative theory have to say about the explicit-implicit debate&#63;</TitleText> 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 &#8220;what&#8221; 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 <TitleType>01</TitleType> <TitleText textformat="02">Explicit knowledge about language in L2 learning</TitleText> <Subtitle textformat="02">A usage-based perspective</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">The learnability of language</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">learnability of language</TitleWithoutPrefix> <Subtitle textformat="02">Insights from the implicit learning literature</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Tracking multiple inputs</TitleText> <Subtitle textformat="02">The challenge of bilingual statistical learning</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Implicit statistical learning and language acquisition</TitleText> <Subtitle textformat="02">Experience-dependent constraints on learning</Subtitle> 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 &#8216;implicit statistical learning&#8217; (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 <TitleType>01</TitleType> <TitleText textformat="02">Implicit learning of non-adjacent dependencies</TitleText> <Subtitle textformat="02">A graded, associative account</Subtitle> 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 (G&#243;mez, 2003) as well as nil variability (Onnis, Christiansen, Chater, &#38; G&#243;mez (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 &#8216;mental&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Methodology</TitleText> 10 01 JB code sibil.48.11zio 247 274 28 Article 17 <TitleType>01</TitleType> <TitleText textformat="02">Artificial grammar learning</TitleText> <Subtitle textformat="02">An introduction to key issues and debates</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Challenges in implicit learning research</TitleText> <Subtitle textformat="02">Validating a novel artificial language</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Effects of conditions on L2 development</TitleText> <Subtitle textformat="02">Moving beyond accuracy</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Investigating implicit and explicit processing using L2 learners&#8217; eye-movement data</TitleText> 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&#8217;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&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Contributions of event-related potential research to issues in explicit and implicit second language acquisition</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Practical applications</TitleText> <Subtitle textformat="02">The case of instructed SLA</Subtitle> 10 01 JB code sibil.48.16kac 385 416 32 Article 23 <TitleType>01</TitleType> <TitleText textformat="02">Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Form-focused instruction and the measurement of implicit and explicit L2 knowledge</TitleText> 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 &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Implicit and explicit instruction in L2 learning</TitleText> <Subtitle textformat="02">Norris &#38; Ortega (2000) revisited and updated</Subtitle> 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&#8217;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&#8217;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&#8217;s findings. 10 01 JB code sibil.48.19ind 483 490 8 Article 26 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 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