Explicit and Implicit Learning in Second Language Acquisition (Paperback)

Bill VanPatten

ISBN 10: 100904432X / ISBN 13: 9781009044325

Published by Cambridge University Press, Cambridge, 2022

About this Item

Paperback. This Element explores the roles of explicit and implicit learning in second language acquisition. The authors lay out some key issues that they take to underlie the debate on the extent to which second language acquisition involves explicit learning, implicit learning, or both. They also discuss what they take to be an oversight in the field: namely, the lack of clear definitions of key constructs. Taking a generative perspective on the nature of language, while addressing alternative approaches at key points, they refocus the discussion of explicit and implicit learning by first asking what must be learned (i.e., what is this mental representation we call language that all functioning humans possess?) The discussion and research reviewed leads to the conclusion that second language acquisition is largely if not exclusively implicit in nature and that explicit learning plays a secondary role in how learners grapple with meaning. This Element explores the roles of explicit and implicit learning in second language acquisition. The authors lay out some key issues that they take to underlie the debate on the extent to which second language acquisition involves explicit learning, implicit learning, or both. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Seller Inventory # 9781009044325

Bibliographic Details

• Title: Explicit and Implicit Learning in Second Language Acquisition (Paperback)
• Publisher: Cambridge University Press, Cambridge
• Publication Date: 2022
• Language: English
• ISBN 10: 100904432X
• ISBN 13: 9781009044325
• Binding: Paperback
• Condition: new

About this title

Synopsis

This Element explores the roles of explicit and implicit learning in second language acquisition. The authors lay out some key issues that they take to underlie the debate on the extent to which second language acquisition involves explicit learning, implicit learning, or both. They also discuss what they take to be an oversight in the field: namely, the lack of clear definitions of key constructs. Taking a generative perspective on the nature of language, while addressing alternative approaches at key points, they refocus the discussion of explicit and implicit learning by first asking what must be learned (i.e., what is this mental representation we call “language” that all functioning humans possess?) The discussion and research reviewed leads to the conclusion that second language acquisition is largely if not exclusively implicit in nature and that explicit learning plays a secondary role in how learners grapple with meaning.