Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching

Rosemary Erlam, Jenefer Philp, Shawn Loewen, Catherine Elder, Hayo Reinders, Rod Ellis

ISBN 10: 1847691749 / ISBN 13: 9781847691743

Published by Channel View Publications Ltd, GB, 2009

About this Item

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.

Seller Inventory # LU-9781847691743

Bibliographic Details

• Title: Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching
• Publisher: Channel View Publications Ltd, GB
• Publication Date: 2009
• Language: English
• ISBN 10: 1847691749
• ISBN 13: 9781847691743
• Binding: Paperback
• Condition: New

About this title

Synopsis

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.

About the Authors

Rod Ellis is an applied linguist who has published widely on second language acquisition and task-based language learning. He is currently a Distinguished Research Professor in the School of Education, Curtin University, Australia and an elected fellow of the Royal Society of New Zealand. He is a past recipient of the Kenneth W. Mildenberger and Duke of Edinburgh prizes.

Shawn Loewen is an assistant professor in the Second Language Studies program at Michigan State University. He specializes in second language acquisition and L2 classroom interaction. His recent research has investigated the occurrence and effectiveness of incidental focus on form in a variety of L2 contexts.

Catherine Elder is Associate Professor in the School of Languages and Linguistics and Director of the Language Testing Research Centre at the University of Melbourne. She is coeditor (with Glenn Fulcher) of the journal Language Testing j. She is author with Alan Davies et. al. of the Dictionary of Language Testing and co-editor of Experimenting with Uncertainty (CUP: 2001) Handbook of Applied Linguistics (Blackwell, 2004).

Hayo Reinders (www.innovationinteaching.org) is Professor of Applied Linguistics at KMUTT in Thailand and TESOL Professor/Director of the doctoral programme at Anaheim University in the USA. He is founder of the global Institute for Teacher Leadership (www.teacherleadership.ac). Hayo edits a book series for Palgrave Macmillan and is editor of the journal Innovation in Language Learning and Teaching.

Rosemary Erlam is lecturer in the Department of Applied Language Studies and Linguistics at the University of Auckland. She comes to Applied Linguistics from backgrounds in Speech-Language Therapy and French teaching. Her research interests include teacher education, form-focused instruction and issues pertinent to the New Zealand educational context.