TY - BOOK ID - 38416222 TI - Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching AU - Ellis, Rod, AU - Elder, Catherine AU - Erlam, Rosemary AU - Loewen, Shawn AU - Philp, Jenefer PY - 2009 SN - 9781847691750 1847691757 9781847691743 1847691749 9781847691767 1847691765 1847698859 1282135872 9786612135873 PB - Blue Ridge Summit, PA DB - UniCat KW - Psycholinguistics KW - Sociolinguistics KW - Language and languages KW - Second language acquisition KW - 800.7 KW - Second language learning KW - Language acquisition KW - Foreign language study KW - Language and education KW - Language schools KW - 800.7 Taalonderwijs. Taalverwerving KW - Taalonderwijs. Taalverwerving KW - Study and teaching KW - Second language acquisition. KW - Study and teaching. KW - Language and languages Study and teaching KW - Language and languages - Study and teaching KW - L2 acquisition. KW - L2 instruction. KW - L2 teaching. KW - SLA. KW - Second Language Acquisition. KW - explicit knowledge. KW - explicit/implicit knowledge. KW - foreign language learning. KW - implicit knowledge. KW - language learning. KW - language proficiency. KW - language teaching. KW - language testing. KW - learning grammar. KW - teaching grammar. UR - https://www.unicat.be/uniCat?func=search&query=sysid:38416222 AB - 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. ER -