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Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching de Rod Ellis

Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching: Second Language Acquisitions, cartea 42

Autor Rod Ellis, Shawn Loewen, Catherine Elder, Rosemary Erlam, Jenefer Philp, Hayo Reinders
en Limba Engleză Paperback – 14 iun 2009
Implicit/ explicit knowledge constitutes a key distinction in the study of second language acquisition. This book reports a project that investigated ways of measuring implicit/explicit L2 knowledge and the relationship between the two types of knowledge and language proficiency.
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Specificații

ISBN-13: 9781847691743
ISBN-10: 1847691749
Pagini: 408
Ilustrații: illustrations
Dimensiuni: 155 x 231 x 23 mm
Greutate: 0.59 kg
Ediția:New.
Editura: Multilingual Matters Limited
Seriile Second Language Acquisition, Second Language Acquisitions

Locul publicării:United Kingdom

Notă biografică

Cuprins

Part 1: Introduction Chapter 1 Implicit and explicit learning, knowledge and instruction - Rod EllisPart 2: The measurement of implicit and explicit knowledge Chapter 2 Defining and measuring implicit and explicit knowledge of a second language - Rod Ellis Chapter 3 Elicited oral imitation as a measure of implicit knowledge - Rosemary Erlam Chapter 4 Grammaticality judgement tests and the measurement of implicit and explicit l 2 knowledge - Shawn Loewen Chapter 5 Validating a metalinguistic test - Cathie ElderPart 3: Applying the measures of implicit and explicit knowledge Chapter 6 Investigating learning difficulty as implicit and explicit knowledge - Rod Ellis Chapter 7 Implicit and explicit knowledge of an l 2 and language proficiency - Cathie Elder Chapter 8 Pathways to proficiency: Learning experiences and attainment in implicit and explicit knowledge of English as a second language - Jenefer Philp Chapter 9 Exploring the metalinguistic knowledge of teacher trainees - Rosemary Erlam, Jenefer Philp, and Cathie ElderPart 4: Form-focused instruction and the acquisition of implicit and explicit knowledge Chapter 10 The roles of output-based and input-based instruction in the acquisition of l 2 implicit and explicit knowledge - Rosemary Erlam, Shawn Loewen and Jenefer Philp Chapter 11 The incidental acquisition of 3rd person -s as l 2 implicit and explicit knowledge - Shawn Loewen, Rosemary Erlam and Rod Ellis Chapter 12 The effects of two types of input on the acquisition of l 2 implicit and explicit knowledge - Hayo Reinders and Rod Ellis Chapter 13 Implicit and explicit corrective feedback and the acquisition of l 2 Grammar - Rod Ellis, Shawn Loewen and Rosemary ErlamPart 5: Conclusion Chapter 14 Retrospect and prospect - Rod Ellis

Recenzii

The New Zealand research group has done a superb job of putting together in a coherent volume empirical studies on implicit and explicit l 2 knowledge, a timely topic in SLA research. A full range of issues is covered including theory, definitions, measurement as well as the effects of instruction. Both novice and experienced researchers will finish reading this book with an excellent understanding of the central issues and with an excitement about the possibilities of doing research in this area. This book is a welcome addition to the growing body of studies on l 2 knowledge types and will occupy an important place in university and private libraries.Susan Gass, University Distinguished Professor, Michigan State UniversityWhat are the interactions, if any, between explicit and implicit language knowledge? The 'Interface Question' is the most fundamental issue of Applied Linguistics and Second Language Research. It determines how we should learn languages, how we should teach them, and how we should test proficiency. It is a fundamental theoretical question of Cognitive Science too. In this excellent volume, Rod Ellis and his colleagues in the Royal Society of New Zealand Marsden project take us through their extensive cognitive and psychometric research into the definition and measurement of implicit and explicit language knowledge, its acquisition, and its instruction. Nick Ellis, University of Michigan, USAMy view of the book is that it is a must-have for any person interested in SLA. It represents the peak of collaborative effort in tackling the issues at hand...This book makes a valuable contribution to the field of SLA , and it will become an indispensable text for graduate students, researchers and language professionals alike. Darcy Sperlich, School of English of the Manukau Institute of Technology, in Auckland, New Zealand on the LINGUIST List 22.578, 03/02/2011