05182nam 2200901Ia 450 991077793370332120230721022016.01-84769-885-91-282-13587-297866121358731-84769-176-510.21832/9781847691767(CKB)1000000000767724(EBL)449872(OCoLC)593239907(SSID)ssj0000299401(PQKBManifestationID)11229110(PQKBTitleCode)TC0000299401(PQKBWorkID)10241962(PQKB)10434084(MiAaPQ)EBC449872(DE-B1597)491353(OCoLC)712985008(DE-B1597)9781847691767(Au-PeEL)EBL449872(CaPaEBR)ebr10310841(CaONFJC)MIL213587(OCoLC)935268274(EXLCZ)99100000000076772420090504d2009 uy 0engur|n|---|||||txtccrImplicit and explicit knowledge in second language learning, testing and teaching[electronic resource] /Rod Ellis ...[et al.]Buffalo Multilingual Matters20091 online resource (403 p.)Second language acquisition ;42Description based upon print version of record.1-84769-174-9 1-84769-175-7 Includes bibliographical references and index.Frontmatter -- Contents -- Authors -- Preface -- 1. Implicit and Explicit Learning, Knowledge and Instruction -- 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 -- 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 -- 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 -- 14. Retrospect and Prospect -- Appendix -- References -- IndexThe 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.Second Language AcquisitionSecond language acquisitionLanguage and languagesStudy and teachingL2 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.Second language acquisition.Language and languagesStudy and teaching.418.0071Ellis Rod168759Elder Catherine, authttp://id.loc.gov/vocabulary/relators/autErlam Rosemary, authttp://id.loc.gov/vocabulary/relators/autLoewen Shawn, authttp://id.loc.gov/vocabulary/relators/autPhilp Jenefer, authttp://id.loc.gov/vocabulary/relators/autMiAaPQMiAaPQMiAaPQBOOK9910777933703321Implicit and explicit knowledge in second language learning, testing and teaching3737370UNINA