The implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA – the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners’ language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition.
Table des matières
Part 1: Introduction
Chapter 1 Implicit and Explicit Learning, Knowledge and Instruction – Rod Ellis
Part 2: The Measurement of Implicit and Explicit Knowledge
Chapter 2 Defining and Measuring Implicit and Explicit Knowledge of a Second Language – Rod Ellis
Chapter 3 Elicited Oral Imitation as a Measure of Implicit Knowledge – Rosemary Erlam
Chapter 4 Grammaticality Judgement Tests and the Measurement of Implicit and Explicit L2 Knowledge – Shawn Loewen
Chapter 5 Validating a Metalinguistic Test – Catherine Elder
Part 3: Applying the Measures of Implicit and Explicit Knowledge
Chapter 6 Investigating Learning Difficulty as Implicit and Explicit Knowledge – Rod Ellis
Chapter 7 Implicit and Explicit Knowledge of an L2 and Language Proficiency – Catherine Elder
Chapter 8 Pathways to Proficiency: Learning Experiences and Attainment in Implicit and Explicit Knowledge of English as a Second Language – Jenefer Philp
Chapter 9 Exploring the Metalinguistic Knowledge of Teacher Trainees – Rosemary Erlam, Jenefer Philp and Catherine Elder
Part 4: Form-focused Instruction and the Acquisition of Implicit and Explicit Knowledge
Chapter 10 The Roles of Output-based and Input-based Instruction in the Acquisition of L2 Implicit and Explicit Knowledge – Rosemary Erlam, Shawn Loewen and Jenefer Philp
Chapter 11 The Incidental Acquisition of 3rd Person –s as L2 Implicit and Explicit Knowledge – Shawn Loewen, Rosemary Erlam and Rod Ellis
Chapter 12 The Effects of Two Types of Input on the Acquisition of L2 Implicit and Explicit Knowledge – Hayo Reinders and Rod Ellis
Chapter 13 Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar – Rod Ellis, Shawn Loewen and Rosemary Erlam
Part 5: Conclusion
Chapter 14 Retrospect and Prospect – Rod Ellis
A propos de l’auteur
Hayo Reinders (www.innovationinteaching.org) is Professor of Applied Linguistics at KMUTT in Thailand and TESOL Professor/Director of the doctoral programme at Anaheim University in the USA. He is founder of the global Institute for Teacher Leadership (www.teacherleadership.ac). Hayo edits a book series for Palgrave Macmillan and is editor of the journal Innovation in Language Learning and Teaching.
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