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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.
Book Synopsis Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching by : Rod Ellis
Download or read book Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching written by Rod Ellis and published by Multilingual Matters. This book was released on 2009-06-19 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Implicit/ explicit knowledge constitutes a key distinction in the study of second language acquisition. This book reports a project that investigated ways of measuring implicit/explicit L2 knowledge, the relationship between the two types of knowledge and language proficiency, and the effect that different types of form-focused instruction had on their acquisition.
Book Synopsis Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching by :
Download or read book Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching written by and published by Multilingual Matters. This book was released on 2009 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: Implicit/ explicit knowledge constitutes a key distinction in the study of second language acquisition. This book reports a project that investigated ways of measuring implicit/explicit L2 knowledge, the relationship between the two types of knowledge and language proficiency, and the effect that different types of form-focused instruction had on their acquisition.
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.
Book Synopsis Implicit and Explicit Learning of Languages by : Patrick Rebuschat
Download or read book Implicit and Explicit Learning of Languages written by Patrick Rebuschat and published by John Benjamins Publishing Company. This book was released on 2015-09-15 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Bachelor Thesis from the year 2009 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: gut, University of Poznan (Institute of English), course: Teaching methods, language: English, abstract: The differentiation between explicit and implicit knowledge has been a key issue discussed by researchers involved in second language acquisition throughout the last several decades. Some follow the ideas of Stephen Krashen, the trail blazer of studies concerning implicit knowledge and focus on meaning. Other, believe that explicit knowledge is more important. The core of this BA thesis is an empirical study measuring implicit and explicit knowledge of a group secondary school students. The study is preceded by two chapters discussing relevant issues about implicit and explicit knowledge as well as various tests that measure the knowledge of a subject. The first chapter describes the similarities and differences between explicit and implicit knowledge. It provides general information that is developed later on, or that needs to be mentioned in order to supply sufficient details that form the background of the empirical research that is presented in the third chapter. The main aim of the first chapter is to present seven dimensions which help to distinguish implicit knowledge from explicit knowledge. This chapter also touches upon the issue of learning difficulty of certain grammatical features. The second chapter is a description of various criteria on the basis of which implicit and explicit knowledge is measured. What is more, there are different tests that measure implicit and explicit knowledge included in this section, together with the ways in which they are formed, and the importance they have in measuring a given type of knowledge. The aforementioned tests encompass the imitation test, timed as well as the untimed version of the grammar judgement test (GJT), oral narrative test, and finally the metalinguistic knowledge test. The third chapter is an empirical study prepared by the author. It is divided into two parts, and measures both implicit and explicit knowledge of the participants. The study itself was inspired by three other experiments, but it also possesses its original and unique ideas. Apart from measuring implicit and explicit knowledge, it also explores metalinguistic knowledge and the issue of systematicity. The research analyses several key questions, the most important concerning which type of knowledge learners from a typical secondary school in Poland make use of more efficiently.
Book Synopsis Implicit versus explicit knowledge in foreign language learning by : Maciej Buczowski
Download or read book Implicit versus explicit knowledge in foreign language learning written by Maciej Buczowski and published by GRIN Verlag. This book was released on 2014-05-06 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bachelor Thesis from the year 2009 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: gut, University of Poznan (Institute of English), course: Teaching methods, language: English, abstract: The differentiation between explicit and implicit knowledge has been a key issue discussed by researchers involved in second language acquisition throughout the last several decades. Some follow the ideas of Stephen Krashen, the trail blazer of studies concerning implicit knowledge and focus on meaning. Other, believe that explicit knowledge is more important. The core of this BA thesis is an empirical study measuring implicit and explicit knowledge of a group secondary school students. The study is preceded by two chapters discussing relevant issues about implicit and explicit knowledge as well as various tests that measure the knowledge of a subject. The first chapter describes the similarities and differences between explicit and implicit knowledge. It provides general information that is developed later on, or that needs to be mentioned in order to supply sufficient details that form the background of the empirical research that is presented in the third chapter. The main aim of the first chapter is to present seven dimensions which help to distinguish implicit knowledge from explicit knowledge. This chapter also touches upon the issue of learning difficulty of certain grammatical features. The second chapter is a description of various criteria on the basis of which implicit and explicit knowledge is measured. What is more, there are different tests that measure implicit and explicit knowledge included in this section, together with the ways in which they are formed, and the importance they have in measuring a given type of knowledge. The aforementioned tests encompass the imitation test, timed as well as the untimed version of the grammar judgement test (GJT), oral narrative test, and finally the metalinguistic knowledge test. The third chapter is an empirical study prepared by the author. It is divided into two parts, and measures both implicit and explicit knowledge of the participants. The study itself was inspired by three other experiments, but it also possesses its original and unique ideas. Apart from measuring implicit and explicit knowledge, it also explores metalinguistic knowledge and the issue of systematicity. The research analyses several key questions, the most important concerning which type of knowledge learners from a typical secondary school in Poland make use of more efficiently.
In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.
Book Synopsis Encyclopedia of Language and Education by : Stephen May
Download or read book Encyclopedia of Language and Education written by Stephen May and published by Springer. This book was released on 2017-03-15 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.
This book offers a succinct theoretical introduction to the basic concepts in language testing in a way that is easy to understand. In the Japanese context, this book is highly recommended for university faculty members involved in obtaining assessment literacy, teachers who want to validate their exploratory teaching and testing, or applied linguistics students new to the language testing field. The book is divided into four main sections. The first provides an overview of the principles of language testing. The next contains short extracts from the testing literature with questions which stimulate further thinking. Section 3 is a list of references with brief annotations and Section 4 a glossary of referenced testing terms.
Book Synopsis Second Language Acquisition by : Rod Ellis
Download or read book Second Language Acquisition written by Rod Ellis and published by Oxford University Press. This book was released on 1997 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers a succinct theoretical introduction to the basic concepts in language testing in a way that is easy to understand. In the Japanese context, this book is highly recommended for university faculty members involved in obtaining assessment literacy, teachers who want to validate their exploratory teaching and testing, or applied linguistics students new to the language testing field. The book is divided into four main sections. The first provides an overview of the principles of language testing. The next contains short extracts from the testing literature with questions which stimulate further thinking. Section 3 is a list of references with brief annotations and Section 4 a glossary of referenced testing terms.
Introduction to Instructed Second Language Acquisition is the first book to present a cohesive view of the different theoretical and pedagogical perspectives that comprise instructed second language acquisition (ISLA), defined as any type of learning that occurs as a result of the manipulating the process and conditions of second language acquisition. The book begins by considering the effectiveness of ISLA and the differences between ISLA and naturalistic L2 learning. It then goes on to discuss the theoretical, empirical, and pedagogical aspects of such key issues in ISLA as grammar learning; interaction in the classroom; focus on form, function and meaning; vocabulary learning; pronunciation learning; pragmatics learning; learning contexts; and individual differences. This timely and important volume is ideally suited for the graduate level ISLA course, and provides valuable insights for any SLA scholar interested in the processes involved in second language learning in classroom settings.
Book Synopsis Introduction to Instructed Second Language Acquisition by : Shawn Loewen
Download or read book Introduction to Instructed Second Language Acquisition written by Shawn Loewen and published by Routledge. This book was released on 2014-07-21 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introduction to Instructed Second Language Acquisition is the first book to present a cohesive view of the different theoretical and pedagogical perspectives that comprise instructed second language acquisition (ISLA), defined as any type of learning that occurs as a result of the manipulating the process and conditions of second language acquisition. The book begins by considering the effectiveness of ISLA and the differences between ISLA and naturalistic L2 learning. It then goes on to discuss the theoretical, empirical, and pedagogical aspects of such key issues in ISLA as grammar learning; interaction in the classroom; focus on form, function and meaning; vocabulary learning; pronunciation learning; pragmatics learning; learning contexts; and individual differences. This timely and important volume is ideally suited for the graduate level ISLA course, and provides valuable insights for any SLA scholar interested in the processes involved in second language learning in classroom settings.
This book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment. The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy.
Book Synopsis Task-based Language Learning and Teaching by : Rod Ellis
Download or read book Task-based Language Learning and Teaching written by Rod Ellis and published by Oxford University Press. This book was released on 2003-04-03 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment. The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy.
This volume brings together seven empirical studies about aptitude-treatment interactions (ATI), i.e., about how (second language) learners with different aptitudes match or don’t match with different educational treatments; and aptitude-testing interactions, i.e., about how learners with different aptitudes perform better or worse depending on the way their knowledge and skills are tested. The authors are all established researchers or rising stars in the field of second language acquisition (SLA), who believe that little can be said about the effectiveness of teaching and testing methods or techniques without taking individual differences into account. Many of the studies corroborate in SLA what has become a central finding in the psychological and educational research about ATI: the more a method puts the burden of information processing on the student, the bigger the role of the corresponding aptitudes. The kinds of findings documented in this volume contribute to a scientific basis for the art of language teaching that will become increasingly useful as emerging technologies make adaptation to individuals and groups more feasible. Originally published as special issue of Journal of Second Language Studies 2:2 (2019).
Book Synopsis Aptitude-Treatment Interaction in Second Language Learning by : Robert M. DeKeyser
Download or read book Aptitude-Treatment Interaction in Second Language Learning written by Robert M. DeKeyser and published by John Benjamins Publishing Company. This book was released on 2021-04-21 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together seven empirical studies about aptitude-treatment interactions (ATI), i.e., about how (second language) learners with different aptitudes match or don’t match with different educational treatments; and aptitude-testing interactions, i.e., about how learners with different aptitudes perform better or worse depending on the way their knowledge and skills are tested. The authors are all established researchers or rising stars in the field of second language acquisition (SLA), who believe that little can be said about the effectiveness of teaching and testing methods or techniques without taking individual differences into account. Many of the studies corroborate in SLA what has become a central finding in the psychological and educational research about ATI: the more a method puts the burden of information processing on the student, the bigger the role of the corresponding aptitudes. The kinds of findings documented in this volume contribute to a scientific basis for the art of language teaching that will become increasingly useful as emerging technologies make adaptation to individuals and groups more feasible. Originally published as special issue of Journal of Second Language Studies 2:2 (2019).
It is a well-known fact that some adult second language learners learn more rapidly and/or to a higher level of proficiency than others. Some of these individual differences have been linked to differences in cognitive and perceptual abilities under the umbrella term of 'language aptitude'. The notion of language aptitude has undergone recent developments, one of which is the proposal that language aptitude includes cognitive abilities that involve implicit processes and that are advantageous in learning a language without awareness. This Element defines implicit language aptitude, examines tasks that can be used to measure implicit language aptitude, and provides an overview of relevant research in this area.
Book Synopsis Implicit Language Aptitude by : Gisela Granena
Download or read book Implicit Language Aptitude written by Gisela Granena and published by Cambridge University Press. This book was released on 2020-08-06 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is a well-known fact that some adult second language learners learn more rapidly and/or to a higher level of proficiency than others. Some of these individual differences have been linked to differences in cognitive and perceptual abilities under the umbrella term of 'language aptitude'. The notion of language aptitude has undergone recent developments, one of which is the proposal that language aptitude includes cognitive abilities that involve implicit processes and that are advantageous in learning a language without awareness. This Element defines implicit language aptitude, examines tasks that can be used to measure implicit language aptitude, and provides an overview of relevant research in this area.
