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Implicit and explicit knowledge in second language acquisition

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Implicit and explicit knowledge in second language acquisition. / Rebuschat, Patrick; Williams, John N.
In: Applied Psycholinguistics, Vol. 33, No. 4, 10.2012, p. 829-856.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Rebuschat, P & Williams, JN 2012, 'Implicit and explicit knowledge in second language acquisition', Applied Psycholinguistics, vol. 33, no. 4, pp. 829-856. https://doi.org/10.1017/S0142716411000580

APA

Rebuschat, P., & Williams, J. N. (2012). Implicit and explicit knowledge in second language acquisition. Applied Psycholinguistics, 33(4), 829-856. https://doi.org/10.1017/S0142716411000580

Vancouver

Rebuschat P, Williams JN. Implicit and explicit knowledge in second language acquisition. Applied Psycholinguistics. 2012 Oct;33(4):829-856. doi: 10.1017/S0142716411000580

Author

Rebuschat, Patrick ; Williams, John N. / Implicit and explicit knowledge in second language acquisition. In: Applied Psycholinguistics. 2012 ; Vol. 33, No. 4. pp. 829-856.

Bibtex

@article{a871997a50ae49f98c5c1c82b9340101,
title = "Implicit and explicit knowledge in second language acquisition",
abstract = "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.",
author = "Patrick Rebuschat and Williams, {John N.}",
note = "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, {\textcopyright} 2011 Cambridge University Press.",
year = "2012",
month = oct,
doi = "10.1017/S0142716411000580",
language = "English",
volume = "33",
pages = "829--856",
journal = "Applied Psycholinguistics",
issn = "0142-7164",
publisher = "Cambridge University Press",
number = "4",

}

RIS

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 -