New Directions in the Study of Implicit and Explicit Learning

Andringa, Sible; Rebuschat, Patrick

doi:10.1017/s027226311500008x

Cited by 56 publications

(38 citation statements)

References 62 publications

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“…Because gender awareness seems to have been a prerequisite for predictive awareness to develop (all prediction‐aware learners were also gender aware), our data strongly suggest that prediction awareness was the endpoint of the learning process (attained only by some) that ultimately led to predictive behavior. This pattern of development is in line with a heavily debated claim in SLA research that structures have to be noticed before they can be learned (e.g., Schmidt, ; see Andringa & Rebuschat, , for a discussion) and reminiscent of Bialystok's () analysis and control framework, in which she proposed that language learning is essentially a process of developing awareness for the structure of language and learning to use that structure effortlessly. The results are also in line with Brooks and Kempe (), who also clearly observed that self‐developed awareness was the best predictor of L2 learning in their artificial language learning study.…”

Section: Discussionsupporting

confidence: 77%

“…(), who manipulated intentionality in a within‐participants design and found that the effects of prediction were more pronounced in the task in which participants were explicitly invited to predict. The role of awareness in SLA has been intensively debated and studied (for reviews, see Andringa & Rebuschat, ; Leow & Donatelli, ; Rebuschat, ), for example, within the context of instructed L2 learning. Some studies have used online processing measures to determine what kind of processing learners can achieve after brief exposure to novel linguistic structures (e.g., Andringa & Curcic, ; Batterink & Neville, ; Davidson & Indefrey, ; Marsden, Williams, & Liu, ; Morgan‐Short, Sanz, Steinhauer, & Ullman, ).…”

Section: Introductionmentioning

confidence: 99%

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The Role of Awareness and Cognitive Aptitudes in L2 Predictive Language Processing

2018

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This study investigated whether second language (L2) learners can develop predictive processing of determiners after a brief exposure to a novel language, and whether this depends on learners’ awareness for the target structure and their cognitive aptitudes. One hundred L2 learners received auditory exposure to a miniature language based on Fijian that included a determiner–noun agreement pattern. Learners’ processing of determiners was measured using a picture‐matching task with eye tracking. We found that learners learned to anticipate the coming noun based on the determiner; they also gained a speed advantage. Learners’ awareness played a crucial role in such anticipatory processing; only learners who were aware that determiners helped them during the test (i.e., prediction‐aware learners) showed signs of anticipatory processing. The aptitude variables did not modulate learners’ processing abilities, but there were links between aptitude and learners’ abilities to develop different levels of awareness.

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Section: Discussionsupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

The Role of Awareness and Cognitive Aptitudes in L2 Predictive Language Processing

2018

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“…One of the key issues in second language acquisition (SLA) is the role of explicit and implicit knowledge in L2 learning. In fact, the key point in explicit-implicit distinction is to assess the possibility of learning without awareness (Andringa & Rebuschat, 2015). In other words, the main difference between explicit and implicit knowledge lies in the fact that whether learners are aware of what they know (Godfroid, Loewen, Jung, Park, Gass, & Ellis, 2015).…”

Section: Explicit and Implicit Knowledge Interface Hypothesis And Wcfmentioning

confidence: 99%

Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners

2019

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This study investigates the effect of teacher's written corrective feedback (WCF) on acquisition of explicit and implicit knowledge of simple past tense by language learners. Eighty-seven Iranian beginner learners of English participated in this study. The participants were randomly assigned to three groups: focused direct WCF, focused indirect WCF, and control groups. The participants completed text summary tasks. They also took placement test, pretest narrative writing task, text summary tasks, pretest and posttest untimed grammaticality judgment test, metalinguistic test, and timed grammaticality judgment test. The results of the data analysis showed the positive effect of WCF on acquisition of explicit and implicit knowledge of simple past tense by Iranian beginner learners of English in an English as a foreign language classroom context. However, the findings of the study should be interpreted cautiously due to different factors involved in explicit and implicit acquisition of a structure and also the nature of a structure and its difficulty and complexity. The findings of the study are discussed in detail and future venues for research are suggested.

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“…First language acquisition is frequently cited as a process that occurs implicitly (without awareness) and results in a tacit knowledge base (e.g., Ellis, 2002, 2008, 2011; Reber, 1967; Williams, 2009). However, whether implicit processes are involved in second language (L2) learning has been the focal point of much debate in recent years (see, e.g., the contributions in Andringa & Rebuschat, 2015; Hulstijn & Ellis, 2005; Rebuschat, 2015). Included in this debate is a renewed interest in the product of learning, specifically the degree that different exposure conditions lead to the development of implicit and/or explicit knowledge.…”

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confidence: 99%

Implicit and explicit knowledge of inflectional morphology

Rogers

Révész

Rebuschat

2015

Applied Psycholinguistics

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This study set out to test the degree to which second language inflectional morphology can be acquired as a result of incidental exposure and whether the resulting knowledge is implicit (unconscious) or explicit (conscious) in nature. Participants were exposed to an artificial language system based on Czech morphology under incidental learning conditions. In the testing phase, a grammaticality judgment test was utilized to assess learning. In addition, subjective measures of awareness and retrospective verbal reports were used to measure whether the acquired knowledge was conscious or not. The results of the experiment indicate that participants can rapidly develop knowledge of second language inflectional morphology under incidental learning conditions in the absence of verbalizable rule knowledge. © Cambridge University Press 2015 0142-7164/15 Applied Psycholinguistics 2 Rogers et al.: Implicit knowledge of L2 morphology

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New Directions in the Study of Implicit and Explicit Learning

Abstract: It has been exactly 10 years since Studies in Second Language Acquisition published a thematic issue on the topic of implicit and explicit second language (L2) learning, edited by Jan Hulstijn and Rod Ellis (2005). This seminal issue consisted of a brief general introduction (

Cited by 56 publications

References 62 publications

The Role of Awareness and Cognitive Aptitudes in L2 Predictive Language Processing

The Role of Awareness and Cognitive Aptitudes in L2 Predictive Language Processing

Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners

Implicit and explicit knowledge of inflectional morphology

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