Declarative and Procedural Determinants of Second Languages

Moving beyond accuracy: from tests of English to tests of 'Englishing'

“…This knowledge can be deployed only deliberately, with more or less confidence, most frequently in formal writing. If used often enough, the forms learnt about may also be incorporated into procedural memory, in separate brain regions, where they can be activated automatically for spontaneous oral interaction (Paradis 2009). The significance of this for NNS Englishes will become apparent in the next section.…”

Implicit lexical knowledge

“…In recent years we have seen a large body of research on the role of explicit and implicit knowledge in language acquisition and processing (see, for example, Cleeremans 2006;DeKeyser 2003;Ellis 2011;Ellis et al 2009;Paradis 2009;Perruchet 2008;Reber 1993;Rebuschat and Williams 2012l;Saffran 2003;Shanks 2005;Williams 2009). Explicit, or declarative knowledge -knowledge of events and facts (e.g., "World War II broke out in 1939", "Paris is the capital of France", "A cat is an animal") -is conscious, and is usually acquired intentionally.…”

A new paradigm for the learning of a second or foreign language: the neurolinguistic approach

“…And (3) explicit knowledge does not 'transform' into implicit competence, the ability underlying spontaneous communication. If this were not the case, then people suffering from some types of aphasia would also suffer from symptoms of Alzheimer's disease with respect to the degree of impairment of their L1 and L2 (Paradis, 2004(Paradis, , 2009). …”

“…Explicit teaching of language forms is initiated with reading activities and continues with writing. Thus, learners can build from implicit competence to explicit knowledge about the language, as recommended by neurolinguistic research (Paradis, 2004(Paradis, , 2009. Learners also continue the use and re-use of a limited number of vocabulary words and structures essential to developing an internal grammar (N. Ellis, 2011).…”

“…This new pedagogical approach has been conceptualized by Netten and Germain in the context of the emerging influence of neuroscience on education. It is based primarily on the research of Paradis (1994Paradis ( , 2004Paradis ( , 2009, N. Ellis (2011) and Segalowitz (2010), and is also influenced by the research on social interaction by Vygotsky (1962). Research from four other Canadian applied linguists has also been incorporated into the new paradigm: Lyster (2007), Lyster & Ranta (1997) and Lightbown & Spada (1994).…”