Implicit and Explicit Learning of Languages

Editor

Patrick Rebuschat | Lancaster University

Hardbound – Available

ISBN 9789027241894 | EUR 105.00 | USD 158.00

Paperback – Available

ISBN 9789027241900 | EUR 36.00 | USD 54.00

e-Book –

ISBN 9789027268723 | EUR 105.00/36.00*
| USD 158.00/54.00*

Implicit learning is a fundamental feature of human cognition. Many essential skills, including language comprehension and production, intuitive decision making, and social interaction, are largely dependent on implicit (unconscious) knowledge. Given its relevance, it is not surprising that the study of implicit learning plays a central role in the cognitive sciences. The present volume brings together eminent researchers from a variety of fields (e.g., cognitive psychology, linguistics, education, cognitive neuroscience, developmental psychology) in order to assess the progress made in the study of implicit and explicit learning, to critically evaluate key concepts and methodologies, and to determine future directions to take in this interdisciplinary enterprise. The eighteen chapters in this volume are written in an accessible and engaging fashion; together, they provide the reader with a comprehensive snapshot of the exciting current work on the implicit and explicit learning of languages.

[Studies in Bilingualism, 48] 2015. xxii, 489 pp.

Publishing status: Available

https://doi.org/10.1075/sibil.48

Table of Contents

Foreword | pp. vii–viii

List of contributors | pp. ix–xii

Introduction: Implicit and explicit learning of languages

Patrick Rebuschat | pp. xiii–xxii

Implicit AND explicit language learning: Their dynamic interface and complexity

Nick C. Ellis | pp. 1–24

Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning: The virtues and pitfalls of a two-system view

Jan H. Hulstijn | pp. 25–46

Implicit learning in SLA: Of processes and products

Ronald P. Leow | pp. 47–68

Semantic implicit learning

Albertyna Paciorek and John N. Williams | pp. 69–90

What does current generative theory have to say about the explicit-implicit debate?

Bill VanPatten and Jason Rothman | pp. 91–116

Explicit knowledge about language in L2 learning: A usage-based perspective

Karen Roehr-Brackin | pp. 117–138

The learnability of language: Insights from the implicit learning literature

Pierre Perruchet and Benedicte Poulin-Charronnat | pp. 139–166

Tracking multiple inputs: The challenge of bilingual statistical learning

Daniel J. Weiss, Tim Poepsel and Chip Gerfen | pp. 167–190

Implicit statistical learning and language acquisition: Experience-dependent constraints on learning

Anne M. Walk and Christopher M. Conway | pp. 191–212

Implicit learning of non-adjacent dependencies: A graded, associative account

Luca Onnis, Arnaud Destrebecqz, Morten H. Christiansen, Nick Chater and Axel Cleeremans | pp. 213–246

Methodology

Artificial grammar learning: An introduction to key issues and debates

Eleni Ziori and Emmanuel Pothos | pp. 247–274

Challenges in implicit learning research: Validating a novel artificial language

John Rogers, Andrea Révész and Patrick Rebuschat | pp. 275–300

Effects of conditions on L2 development: Moving beyond accuracy

Cristina Sanz and Sarah Grey | pp. 301–324

Investigating implicit and explicit processing using L2 learners’ eye-movement data

Aline Godfroid and Paula Winke | pp. 325–348

Contributions of event-related potential research to issues in explicit and implicit second language acquisition

Kara Morgan-Short, Mandy Faretta-Stutenberg and Laura Bartlett-Hsu | pp. 349–384

Practical applications: The case of instructed SLA

Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching

Ilina Kachinske, Peter Osthus, Katya Solovyeva and Mike Long | pp. 385–416

Form-focused instruction and the measurement of implicit and explicit L2 knowledge

Rod Ellis | pp. 417–442

Implicit and explicit instruction in L2 learning: Norris & Ortega (2000) revisited and updated

Jaemyung Goo, Gisela Granena, Yucel Yilmaz and Miguel Novella | pp. 443–482

Index | pp. 483–490

Cited by

Cited by 59 other publications

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Andringa, Sible

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Ayoun, Dalila

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Basturkmen, Helen

2021. Explicit Versus Implicit Grammar Instruction and Knowledge. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.

Batterink, Laura J., Ken A. Paller & Paul J. Reber

2019. Understanding the Neural Bases of Implicit and Statistical Learning. Topics in Cognitive Science 11:3 ► pp. 482 ff.

Bovshik, A. & S. Gaivoronskaya

2022. Storytelling in the Inclusive L2 Classroom. Linguistics & Polyglot Studies 8:1 ► pp. 80 ff.

Brooks, Patricia J. & Vera Kempe

2020. How are exemplar representations transformed by encoding, retrieval, and explicit knowledge? A commentary on Ambridge (2020). First Language 40:5-6 ► pp. 564 ff.

Cintrón-Valentín, Myrna & Nick C. Ellis

2015. EXPLORING THE INTERFACE. Studies in Second Language Acquisition 37:2 ► pp. 197 ff.

Cintrón-Valentín, Myrna C. & Nick C. Ellis

2016. Salience in Second Language Acquisition: Physical Form, Learner Attention, and Instructional Focus. Frontiers in Psychology 7

Costa, Ana Luísa

2019. A contribution to the implicit/explicit debate on grammar learning: the case of contrast connectors. Crossroads. A Journal of English Studies :24(1) ► pp. 45 ff.

Curcic, Maja, Sible Andringa & Folkert Kuiken

2019. The Role of Awareness and Cognitive Aptitudes in L2 Predictive Language Processing. Language Learning 69:S1 ► pp. 42 ff.

Ellis, Nick C.

2015. Implicit and Explicit Knowledge About Language. In Language Awareness and Multilingualism, ► pp. 1 ff.

Ellis, Nick C.

2016. Implicit and Explicit Knowledge About Language. In Language Awareness and Multilingualism, ► pp. 1 ff.

Ellis, Nick C.

2017. Implicit and Explicit Knowledge About Language. In Language Awareness and Multilingualism, ► pp. 113 ff.

ELLIS, NICK C.

2019. Essentials of a Theory of Language Cognition. The Modern Language Journal 103:S1 ► pp. 39 ff.

Ellis, Nick C. & Stefanie Wulff

2019. Cognitive Approaches to Second Language Acquisition. In The Cambridge Handbook of Language Learning, ► pp. 41 ff.

Gao, Jianwu & Shuang Ma

2021. LEARNING CONDITION, LINGUISTIC COMPLEXITY, AND FIRST LANGUAGE TRANSFER IN SEMIARTIFICIAL LANGUAGE LEARNING. Studies in Second Language Acquisition 43:2 ► pp. 355 ff.

Gerits, Hedwig & Kris Van den Branden

2023. The acquisition of L2 Hungariangrammar rules and the implicit-explicit debate. ITL - International Journal of Applied Linguistics 174:2 ► pp. 202 ff.

Gilabert, Roger, Rosa Manchón & Olena Vasylets

2016. Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas. Annual Review of Applied Linguistics 36 ► pp. 117 ff.

Gries, Stefan Th. & Nick C. Ellis

2015. Statistical Measures for Usage‐Based Linguistics. Language Learning 65:S1 ► pp. 228 ff.

Hast, Michael

2020. “It is There but You Need to Dig a Little Deeper for It to Become Evident to Them”: Tacit Knowledge Assessment in the Primary Science Classroom. In Diversifying Learner Experience, ► pp. 13 ff.

Hegde, MN

2021. A critical review of phonological theories. Journal of All India Institute of Speech and Hearing 40:1 ► pp. 3 ff.

Hiver, Phil, Ali H. Al-Hoorie, Joseph P. Vitta & Janice Wu

2024. Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research 28:1 ► pp. 201 ff.

Hopp, Holger

2021. Chapter 8. Prediction and grammatical learning in second language sentence processing. In Prediction in Second Language Processing and Learning [Bilingual Processing and Acquisition, 12], ► pp. 168 ff.

Hwaszcz, Krzysztof & Hanna Kędzierska

2024. Cerebral asymmetries in the processing of opaque compounds in L1 Polish and L2 English. Linguistics Vanguard 9:1 ► pp. 125 ff.

Kerz, Elma, Daniel Wiechmann & Florian B. Riedel

2017. IMPLICIT LEARNING IN THE CROWD. Studies in Second Language Acquisition 39:4 ► pp. 711 ff.

Leow, Ronald P.

2020. Attention, Noticing, and Awareness in Second Language Acquisition. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.

Long, Michael H.

2016. Stefano Rastelli: Discontinuity in Second Language Acquisition. The Switch between Statistical and Grammatical Learning.. Applied Linguistics 37:4 ► pp. 590 ff.

Maie, Ryo & Robert M. DeKeyser

2020. CONFLICTING EVIDENCE OF EXPLICIT AND IMPLICIT KNOWLEDGE FROM OBJECTIVE AND SUBJECTIVE MEASURES. Studies in Second Language Acquisition 42:2 ► pp. 359 ff.

McManus, Kevin

2019. Awareness of L1 form-meaning mappings can reduce crosslinguistic effects in L2 grammatical learning. Language Awareness 28:2 ► pp. 114 ff.

Mirzaei, Azizullah, Mahshid Azizi Farsani & Heesun Chang

2023. Statistical learning of L2 lexical bundles through unimodal, bimodal, and multimodal stimuli. Language Teaching Research

Moga, Gyorgy & Zoltan Dienes

2022. Expressing unconscious general knowledge using Chevreul’s pendulum. American Journal of Clinical Hypnosis 64:4 ► pp. 306 ff.

Morgan‐Short, Kara, Irene Finestrat, Alicia Luque & David Abugaber

2022. Exploring New Insights Into Explicit and Implicit Second Language Processing: Event‐Related Potentials Analyzed by Source Attribution. Language Learning 72:2 ► pp. 365 ff.

Pajak, Bozena, Alex B. Fine, Dave F. Kleinschmidt & T. Florian Jaeger

2016. Learning Additional Languages as Hierarchical Probabilistic Inference: Insights From First Language Processing. Language Learning 66:4 ► pp. 900 ff.

Panther, Forrest, Wakayo Mattingley, Jen Hay, Simon Todd, Jeanette King & Peter J. Keegan

2024. Morphological segmentations of Non-Māori Speaking New Zealanders match proficient speakers. Bilingualism: Language and Cognition 27:1 ► pp. 1 ff.

Rastelli, Stefano

2018. Neurolinguistics and second language teaching: A view from the crossroads. Second Language Research 34:1 ► pp. 103 ff.

Rebuschat, Patrick

2013. Measuring Implicit and Explicit Knowledge in Second Language Research. Language Learning 63:3 ► pp. 595 ff.

Rebuschat, Patrick, Detmar Meurers & Tony McEnery

2017. Language Learning Research at the Intersection of Experimental, Computational, and Corpus‐Based Approaches. Language Learning 67:S1 ► pp. 6 ff.

Rebuschat, Patrick & Padraic Monaghan

2019. Editors’ Introduction: Aligning Implicit Learning and Statistical Learning: Two Approaches, One Phenomenon. Topics in Cognitive Science 11:3 ► pp. 459 ff.

REBUSCHAT, PATRICK & JOHN N. WILLIAMS

2012. Implicit and explicit knowledge in second language acquisition. Applied Psycholinguistics 33:4 ► pp. 829 ff.

Rivera, Marta, Daniela Paolieri, Antonio Iniesta, Ana I Pérez & Teresa Bajo

2023. Second language acquisition of grammatical rules: The effects of learning condition, rule difficulty, and executive function. Bilingualism: Language and Cognition 26:4 ► pp. 639 ff.

Roberts, Leah & Sarah Ann Liszka

2021. Grammatical aspect and L2 learners’ online processing of temporarily ambiguous sentences in English: A self-paced reading study with German, Dutch and French L2 learners. Second Language Research 37:4 ► pp. 619 ff.

Rodgers, Michael P. H. & Stuart Webb

2020. Incidental vocabulary learning through viewing television. ITL - International Journal of Applied Linguistics 171:2 ► pp. 191 ff.

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2016. PERCEIVED LEARNING DIFFICULTY AND ACTUAL PERFORMANCE. Studies in Second Language Acquisition 38:2 ► pp. 317 ff.

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2022. Investigating explicit and implicit L2 knowledge and learning: Replications of Erlam (2005) and Roehr-Brackin and Tellier (2019). Language Teaching 55:2 ► pp. 271 ff.

Roever, Carsten, Natsuko Shintani, Yan Zhu & Rod Ellis

2023. Chapter 6. Proficiency effects on L2 pragmatics. In L2 Pragmatics in Action [Language Learning & Language Teaching, 58], ► pp. 145 ff.

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2016. Implicit and explicit knowledge of inflectional morphology. Applied Psycholinguistics 37:4 ► pp. 781 ff.

Schramm, Andreas, Verena Haser, Michael C. Mensink, Jonas Reifenrath & Parinaz Kassemi

2022. Implicit Textually Enhanced Processing of Aspectual Meanings in English Learners with German as a First Language. Discourse Processes 59:7 ► pp. 520 ff.

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2019. Deep Learning. In Language, Culture, and the Embodied Mind, ► pp. 57 ff.

SUZUKI, YUICHI, TATSUYA NAKATA & ROBERT DEKEYSER

2019. Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. The Modern Language Journal 103:3 ► pp. 551 ff.

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2018. Implications of the declarative/procedural model for improving second language learning: The role of memory enhancement techniques. Second Language Research 34:1 ► pp. 39 ff.

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2023. Language pedagogies and late-life language learning proficiency. International Review of Applied Linguistics in Language Teaching 0:0

VanPatten, Bill

2016. Why Explicit Knowledge Cannot Become Implicit Knowledge. Foreign Language Annals 49:4 ► pp. 650 ff.

VanPatten, Bill & Megan Smith

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Wulff, Stefanie & Nick C. Ellis

2018. Chapter 3. Usage-based approaches to second language acquisition. In Bilingual Cognition and Language [Studies in Bilingualism, 54], ► pp. 37 ff.

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2023. The power of the cognitive unconscious: The case of implicit learning. Psychology: the Journal of the Hellenic Psychological Society 28:2 ► pp. 1 ff.

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