Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Implicit and explicit knowledge in second language acquisition
AU - Rebuschat, Patrick
AU - Williams, John N.
N1 - http://journals.cambridge.org/action/displayJournal?jid=APS The final, definitive version of this article has been published in the Journal, Applied Psycholinguistics, 33 (4), pp 829-856 2012, © 2011 Cambridge University Press.
PY - 2012/10
Y1 - 2012/10
N2 - Language development is frequently characterized as a process where learning proceeds implicitly, that is, incidentally and in absence of awareness of what was learned. This article reports the results of two experiments that investigated whether second language acquisition can also result in implicit knowledge. Adult learners were trained on an artificial language under incidental learning conditions and then tested by means of grammaticality judgments and subjective measures of awareness. The results indicate that incidental exposure to second language syntax can result in unconscious knowledge, which suggests that at least some of the learning in this experiment was implicit. At the same time, however, it was also found that conscious (but unverbalizable) knowledge was clearly linked to improved performance in the grammaticality judgment task.
AB - Language development is frequently characterized as a process where learning proceeds implicitly, that is, incidentally and in absence of awareness of what was learned. This article reports the results of two experiments that investigated whether second language acquisition can also result in implicit knowledge. Adult learners were trained on an artificial language under incidental learning conditions and then tested by means of grammaticality judgments and subjective measures of awareness. The results indicate that incidental exposure to second language syntax can result in unconscious knowledge, which suggests that at least some of the learning in this experiment was implicit. At the same time, however, it was also found that conscious (but unverbalizable) knowledge was clearly linked to improved performance in the grammaticality judgment task.
U2 - 10.1017/S0142716411000580
DO - 10.1017/S0142716411000580
M3 - Journal article
VL - 33
SP - 829
EP - 856
JO - Applied Psycholinguistics
JF - Applied Psycholinguistics
SN - 0142-7164
IS - 4
ER -