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Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching / Rod Ellis, Shawn Loewen, Catherine Elder, Hayo Reinders, Rosemary Erlam, Jenefer Philp.

By: Contributor(s): Material type: TextTextSeries: Second Language AcquisitionPublisher: Bristol ; Blue Ridge Summit : Multilingual Matters, [2009]Copyright date: ©2009Description: 1 online resource (360 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9781847691750
  • 9781847691767
Subject(s): DDC classification:
  • 418.0071 22
LOC classification:
  • P118.2 .I47 2009
  • P118.2 .E375 2009eb
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- Authors -- Preface -- Part 1: Introduction -- 1. Implicit and Explicit Learning, Knowledge and Instruction -- Part 2: The Measurement of Implicit and Explicit Knowledge -- 2. Measuring Implicit and Explicit Knowledge of a Second Language -- 3. The Elicited Oral Imitation Test as a Measure of Implicit Knowledge -- 4. Grammaticality Judgment Tests and the Measurement of Implicit and Explicit L2 Knowledge -- 5. Validating a Test of Metalinguistic Knowledge -- Part 3: Applying the Measures of Implicit and Explicit L2 Knowledge -- 6. Investigating Learning Difficulty in Terms of Implicit and Explicit Knowledge -- 7. Implicit and Explicit Knowledge of an L2 and Language Proficiency -- 8. Pathways to Proficiency: Learning Experiences and Attainment in Implicit and Explicit Knowledge of English as a Second Language -- 9. Exploring the Explicit Knowledge of TESOL Teacher Trainees: Implications for Focus on Form in the Classroom -- Part 4: Form-focused Instruction and the Acquisition of Implicit and Explicit Knowledge -- 10. The Roles of Output-based and Input-based Instruction in the Acquisition of L2 Implicit and Explicit Knowledge -- 11. The Incidental Acquisition of Third Person -s as Implicit and Explicit Knowledge -- 12. The Effects of Two Types of Input on Intake and the Acquisition of Implicit and Explicit Knowledge -- 13. Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar -- Part 5: Conclusion -- 14. Retrospect and Prospect -- Appendix -- References -- Index
Summary: 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.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781847691767

Frontmatter -- Contents -- Authors -- Preface -- Part 1: Introduction -- 1. Implicit and Explicit Learning, Knowledge and Instruction -- Part 2: The Measurement of Implicit and Explicit Knowledge -- 2. Measuring Implicit and Explicit Knowledge of a Second Language -- 3. The Elicited Oral Imitation Test as a Measure of Implicit Knowledge -- 4. Grammaticality Judgment Tests and the Measurement of Implicit and Explicit L2 Knowledge -- 5. Validating a Test of Metalinguistic Knowledge -- Part 3: Applying the Measures of Implicit and Explicit L2 Knowledge -- 6. Investigating Learning Difficulty in Terms of Implicit and Explicit Knowledge -- 7. Implicit and Explicit Knowledge of an L2 and Language Proficiency -- 8. Pathways to Proficiency: Learning Experiences and Attainment in Implicit and Explicit Knowledge of English as a Second Language -- 9. Exploring the Explicit Knowledge of TESOL Teacher Trainees: Implications for Focus on Form in the Classroom -- Part 4: Form-focused Instruction and the Acquisition of Implicit and Explicit Knowledge -- 10. The Roles of Output-based and Input-based Instruction in the Acquisition of L2 Implicit and Explicit Knowledge -- 11. The Incidental Acquisition of Third Person -s as Implicit and Explicit Knowledge -- 12. The Effects of Two Types of Input on Intake and the Acquisition of Implicit and Explicit Knowledge -- 13. Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar -- Part 5: Conclusion -- 14. Retrospect and Prospect -- Appendix -- References -- Index

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

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.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 01. Dez 2022)