Implicit and Explicit Grammar:An Empirical Study

Green, Peter S.; Hecht, Karlheinz

doi:10.1093/applin/13.2.168

Cited by 120 publications

(85 citation statements)

References 7 publications

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“…The ambivalent relationship between use of metalinguistic knowledge and successful L2 performance was likewise underlined by Green and Hecht (1992), Camps (2003), and Roehr (2006). Green and Hecht (1992) report a study with 300 L1 German learners of L2 English which targeted the use of various morphosyntactic features such as tense and word order.…”

Section: Explicit Knowledge In Language Learningmentioning

confidence: 93%

“…Green and Hecht (1992) report a study with 300 L1 German learners of L2 English which targeted the use of various morphosyntactic features such as tense and word order. While successful metalinguistic rule formulation typically co-occurred with the successful correction of errors instantiating the rules in question, it was also found that successful error correction could be associated with the formulation of incorrect rules, or no rule knowledge at all.…”

Section: Explicit Knowledge In Language Learningmentioning

confidence: 99%

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Linguistic and metalinguistic categories in second language learning

Roehr¹

2008

Cognitive Linguistics

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This paper discusses proposed characteristics of implicit linguistic and explicit metalinguistic knowledge representations as well as the properties of implicit and explicit processes believed to operate on these representations. In accordance with assumptions made in the usage-based approach to language and language acquisition, it is assumed that implicit linguistic knowledge is represented in terms of flexible and context-dependent categories which are subject to similarity-based processing. It is suggested that, by contrast, explicit metalinguistic knowledge is characterized by stable and discrete Aristotelian categories which subserve conscious, rule-based processing. The consequences of these di¤erences in category structure and processing mechanisms for the usefulness or otherwise of metalinguistic knowledge in second language learning and performance are explored. Reference is made to existing empirical and theoretical research about the role of metalinguistic knowledge in second language acquisition, and specific empirical predictions arising out of the line of argument adopted in the current paper are put forward.Keywords: categorization; explicit and implicit knowledge; metalinguistic knowledge; second language learning, usage-based model.

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Section: Explicit Knowledge In Language Learningmentioning

confidence: 93%

Section: Explicit Knowledge In Language Learningmentioning

confidence: 99%

Linguistic and metalinguistic categories in second language learning

Roehr¹

2008

Cognitive Linguistics

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“…The ambivalent relationship between use of metalinguistic knowledge and successful L2 performance was likewise underlined by Green and Hecht (1992), Camps (2003) and Roehr (2006). Green and Hecht (1992) report a study with 300 L1 (Gabrielatos, 2004).…”

Section: Explicit Knowledge In Language Learningmentioning

confidence: 99%

“…In view of this multifaceted interaction between the type of explicit description and the type of L2 construction described, it is notoriously difficult to predict which kind of metalinguistic description is likely to be helpful to the L2 learner. Accordingly, positions have shifted somewhat over the years, with earlier work advocating fairly categorically either the teaching of more complex metalinguistic descriptions (Hulstijn & de Graaff, 1994), or the teaching of simpler rules (DeKeyser, 1994;Green & Hecht, 1992).…”

Section: Explicit Knowledge In Language Learningmentioning

confidence: 99%

The perfective past tense in Greek child language

Stavrakaki

Clahsen

2008

J. Child Lang.

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This study examines the perfective past tense of Greek in an elicited production and an acceptability judgment task testing 35 adult native speakers and 154 children in six age groups (age range: 3 ; 5 to 8 ; 5) on both existing and novel verb stimuli. We found a striking contrast between sigmatic and non-sigmatic perfective past tense forms. Sigmatic forms (which have a segmentable perfective affix (-s-) in Greek) were widely generalized to different kinds of novel verbs in both children and adults and were overgeneralized to existing non-sigmatic verbs in children's productions. By contrast, non-sigmatic forms were only extended to novel verbs that were similar to existing non-sigmatic verbs, and overapplications of non-sigmatic forms to existing sigmatic verbs were extremely rare. We argue that these findings are consistent with dual-mechanism accounts of morphology.

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“…Moreover, the learning of high level rules and applying them through monitoring are beyond the students' capability (Rod Ellis, 2006). However, there is a bulk of research concerning the students' ability to learn complex rules (Green and Hecht, 1992;Macrory and Stone, 2000;Hu, 2002). Unlike Krashen's proposition that explicit and implicit grammar knowledge is completely unconnected and inconvertible, Ellis (1993) claims that the conversion of explicit knowledge into implicit knowledge is possible if the language learner is ready for the acquisition of the targeted structure, and at the same time this conversion happens by priming some key acquisitional processes.…”

Section: Introductionmentioning

confidence: 99%