Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (Second Language Acquisition): 42

Description

The implicit/ explicit distinction is central to our understanding of the nature of l 2 acquisition. This book begins with an account of how this distinction applies to l 2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of l 2 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 l 2 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 l 2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of l 2 acquisition.