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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.

Psycholinguistics --- Sociolinguistics --- Language and languages --- Second language acquisition --- 800.7 --- Second language learning --- Language acquisition --- Foreign language study --- Language and education --- Language schools --- 800.7 Taalonderwijs. Taalverwerving --- Taalonderwijs. Taalverwerving --- Study and teaching --- Second language acquisition. --- Study and teaching. --- Language and languages Study and teaching --- Language and languages - Study and teaching --- L2 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.