Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching / / Rod Ellis, Shawn Loewen, Catherine Elder, Hayo Reinders, Rosemary Erlam, Jenefer Philp.
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 providi...
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Place / Publishing House: | Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2009] ©2009 |
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Ellis, Rod, author. aut http://id.loc.gov/vocabulary/relators/aut Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching / Rod Ellis, Shawn Loewen, Catherine Elder, Hayo Reinders, Rosemary Erlam, Jenefer Philp. Bristol ; Blue Ridge Summit : Multilingual Matters, [2009] ©2009 1 online resource (360 p.) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Second Language Acquisition 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 http://purl.org/coar/access_right/c_16ec online access with authorization star 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) Language and languages Study and teaching. Second language acquisition. LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics. bisacsh L2 acquisition. L2 instruction. L2 teaching. SLA. Second Language Acquisition. explicit knowledge. explicit/implicit knowledge. foreign language learning. implicit knowledge. language learning. language proficiency. language teaching. language testing. learning grammar. teaching grammar. Elder, Catherine, author. aut http://id.loc.gov/vocabulary/relators/aut Elder, Catherine, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Ellis, Rod, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Erlam, Rosemary, author. aut http://id.loc.gov/vocabulary/relators/aut Erlam, Rosemary, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Loewen, Shawn, author. aut http://id.loc.gov/vocabulary/relators/aut Loewen, Shawn, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Philp, Jenefer, author. aut http://id.loc.gov/vocabulary/relators/aut Philp, Jenefer, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Reinders, Hayo, contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013 9783111024738 Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2015 9783110663136 Title is part of eBook package: De Gruyter MultiLingual Matters eBook Package Backlist 2000-2014 9783110606713 print 9781847691750 https://doi.org/10.21832/9781847691767 https://www.degruyter.com/isbn/9781847691767 Cover https://www.degruyter.com/document/cover/isbn/9781847691767/original |
language |
English |
format |
eBook |
author |
Ellis, Rod, Ellis, Rod, Elder, Catherine, Erlam, Rosemary, Loewen, Shawn, Philp, Jenefer, |
spellingShingle |
Ellis, Rod, Ellis, Rod, Elder, Catherine, Erlam, Rosemary, Loewen, Shawn, Philp, Jenefer, Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching / Second Language Acquisition 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 |
author_facet |
Ellis, Rod, Ellis, Rod, Elder, Catherine, Erlam, Rosemary, Loewen, Shawn, Philp, Jenefer, Elder, Catherine, Elder, Catherine, Elder, Catherine, Elder, Catherine, Ellis, Rod, Ellis, Rod, Erlam, Rosemary, Erlam, Rosemary, Erlam, Rosemary, Erlam, Rosemary, Loewen, Shawn, Loewen, Shawn, Loewen, Shawn, Loewen, Shawn, Philp, Jenefer, Philp, Jenefer, Philp, Jenefer, Philp, Jenefer, Reinders, Hayo, Reinders, Hayo, |
author_variant |
r e re r e re c e ce r e re s l sl j p jp |
author_role |
VerfasserIn VerfasserIn VerfasserIn VerfasserIn VerfasserIn VerfasserIn |
author2 |
Elder, Catherine, Elder, Catherine, Elder, Catherine, Elder, Catherine, Ellis, Rod, Ellis, Rod, Erlam, Rosemary, Erlam, Rosemary, Erlam, Rosemary, Erlam, Rosemary, Loewen, Shawn, Loewen, Shawn, Loewen, Shawn, Loewen, Shawn, Philp, Jenefer, Philp, Jenefer, Philp, Jenefer, Philp, Jenefer, Reinders, Hayo, Reinders, Hayo, |
author2_variant |
c e ce c e ce c e ce r e re r e re r e re r e re r e re s l sl s l sl s l sl j p jp j p jp j p jp h r hr h r hr |
author2_role |
VerfasserIn VerfasserIn MitwirkendeR MitwirkendeR MitwirkendeR MitwirkendeR VerfasserIn VerfasserIn MitwirkendeR MitwirkendeR VerfasserIn VerfasserIn MitwirkendeR MitwirkendeR VerfasserIn VerfasserIn MitwirkendeR MitwirkendeR MitwirkendeR MitwirkendeR |
author_sort |
Ellis, Rod, |
title |
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching / |
title_full |
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching / Rod Ellis, Shawn Loewen, Catherine Elder, Hayo Reinders, Rosemary Erlam, Jenefer Philp. |
title_fullStr |
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching / Rod Ellis, Shawn Loewen, Catherine Elder, Hayo Reinders, Rosemary Erlam, Jenefer Philp. |
title_full_unstemmed |
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching / Rod Ellis, Shawn Loewen, Catherine Elder, Hayo Reinders, Rosemary Erlam, Jenefer Philp. |
title_auth |
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching / |
title_alt |
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 |
title_new |
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching / |
title_sort |
implicit and explicit knowledge in second language learning, testing and teaching / |
series |
Second Language Acquisition |
series2 |
Second Language Acquisition |
publisher |
Multilingual Matters, |
publishDate |
2009 |
physical |
1 online resource (360 p.) |
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 |
isbn |
9781847691767 9783111024738 9783110663136 9783110606713 9781847691750 |
callnumber-first |
P - Language and Literature |
callnumber-subject |
P - Philology and Linguistics |
callnumber-label |
P118 |
callnumber-sort |
P 3118.2 I47 42009 |
url |
https://doi.org/10.21832/9781847691767 https://www.degruyter.com/isbn/9781847691767 https://www.degruyter.com/document/cover/isbn/9781847691767/original |
illustrated |
Not Illustrated |
dewey-hundreds |
400 - Language |
dewey-tens |
410 - Linguistics |
dewey-ones |
418 - Standard usage & applied linguistics |
dewey-full |
418.0071 |
dewey-sort |
3418.0071 |
dewey-raw |
418.0071 |
dewey-search |
418.0071 |
doi_str_mv |
10.21832/9781847691767 |
oclc_num |
712985008 |
work_keys_str_mv |
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ids_txt_mv |
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hierarchy_parent_title |
Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013 Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2015 Title is part of eBook package: De Gruyter MultiLingual Matters eBook Package Backlist 2000-2014 |
is_hierarchy_title |
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching / |
container_title |
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