Implicit and Explicit Learning of Languages.

Implicit and Explicit Learning of Languages -- Editorial page -- Title page -- LCC data -- Table of contents -- Foreword -- List of contributors -- Introduction -- This volume: Three approaches, one phenomenon -- Acknowledgements -- References -- Implicit AND explicit language learning -- Introduction -- The units of language acquisition -- Implicit language learning -- The limits of implicit language learning -- Explicit language learning -- Implicit AND explicit language learning -- The neurobiology of language learning -- Synchronic language usage -- Diachronic language change -- Language as a complex dynamic system -- References -- Explaining phenomena of first and second language acquisition with the contructs of implicit and explicit learning -- Introduction -- Monitor theory -- What needs to be explained? -- Six matters to take into account -- The pitfalls of a two-system theory -- The interface issue in L2 acquisition -- Explaining some fundamental issues in L1 and L2 acquisition and use -- Conclusions -- Acknowledgements -- References -- Implicit learning in SLA -- Introduction -- Theoretical underpinnings of the learning process in SLA -- Defining implicit learning in SLA -- Cognitive psychology -- SLA/cognitive science -- Conflation of implicit learning and incidental learning -- Operationalizing (un)awareness in SLA -- Measuring learning in SLA -- Empirical studies investigating the construct (un)awareness in SLA -- Support for Learning without Awareness -- No support for learning without awareness -- Summary of empirical studies investigating the construct (un)awareness in SLA -- Methodological criteria for operationalizing and measuring unawareness -- Conclusion -- References -- Semantic implicit learning -- Semantic implicit learning in non-language learning domains -- Abstract sequences -- Connecting novel stimuli and concepts.

Semantic implicit learning in language acquisition -- Grammatical form-meaning connections -- Implicit learning of semantic preferences -- Emerging issues in semantic implicit learning of language -- Awareness of form and meaning in learning form-meaning connections -- Learning new form-meaning connections versus tuning -- Constraints on semantic implicit learning -- Conclusion -- References -- What does current generative theory have to say about -- Some definitions and distinctions -- Mental representation and skill are different -- Mental representation does not entail "rules" in the classic sense -- How does mental representation develop? -- Explicit and implicit learning -- Aspects of language that cannot be learned -- Aspects of languages that are derived, not learned -- Aspects of language that are learned -- Quick summary -- What does all of this mean for the explicit-implicit learning debate? -- Candidates for explicit learning -- Conclusion -- References -- Explicit knowledge about language in L2 learning: A usage-based perspective -- Introduction -- Explicit and implicit knowledge and learning -- L2 learning from the perspective of complexity theory and emergentism -- L2 learning from a cognitive linguistics perspective -- Measuring explicit knowledge -- The benefits and limitations of explicit knowledge: Heeding the usage-based agenda -- Conclusion -- References -- The learnability of language -- The debate on language learnability: A selective summary -- The nativist position -- Challenging views -- The Bayesian approach -- Usage-based/emergentist approaches -- The implicit learning literature: A few key points and their implications -- No implicit rule abstraction -- The primacy of statistics: Implications for the lack of negative evidence -- From transitional probabilities to chunk formation -- Beyond surface features.

The role of attention -- Attention is a necessary and sufficient condition for implicit learning -- Implications for the combinatorial explosion -- Implications for learning nonadjacent dependencies -- All-purpose mechanisms -- About learning failures: Is there an arbitrary/natural gap, after all? -- Conclusion -- Summary and research agenda -- Is nativism definitely outdated? -- References -- Tracking multiple inputs -- Language discrimination: A precursor for multiple representations -- Statistical learning -- Assimilation or accommodation? -- The role of context -- Beyond speech segmentation -- Monitoring the consistency of the input -- The influence of bilingualism on statistical learning -- Phonetic discrimination -- Conclusions -- Acknowledgments -- References -- Implicit statistical learning and language acquisition -- Introduction -- Implicit statistical learning and prediction in language -- Modality constraints on implicit statistical learning -- Developmental constraints on implicit statistical learning -- Discussion -- References -- Implicit learning of non-adjacent dependencies -- The problem of detecting nonadjacent dependencies in sequential patterns -- Candidate measures of associative learning -- Simulation 1: Simple recurrent networks -- Method -- Network architecture and parameters -- Materials -- Procedure -- Network analysis -- Results and discussion -- Can other connectionist architectures capture the data? -- Simulation 2a: Auto-associative recurrent networks -- Method -- Simulation 2b: Jordan networks -- Method -- Simulation 2c: Buffer networks -- Method -- Simulation 2d: Auto-associator networks -- Method -- Results -- Mechanisms of implicit learning in the SRN -- Type variability or token frequency? -- Conclusions -- Acknowledgments -- References -- Appendix A. Measures of associative learning -- Artificial grammar learning.

Introduction -- The artificial grammar learning paradigm -- Structural knowledge in AGL tasks -- Forms of knowledge -- Rules -- Exemplars -- Chunks -- Neural networks -- Information theory/complexity measures -- Measuring the impact of rules, similarity, or chunk overlap -- Neuroscience evidence for differences in structural knowledge -- Summary -- The issue of conscious awareness -- Implicit vs. explicit knowledge of rules -- Implicit vs. explicit knowledge of exemplars -- Implicit vs. explicit knowledge of chunks -- Implicit vs. explicit knowledge relevant to neural networks and complexity ­approaches -- Measuring implicit learning -- Subjective vs. objective measures -- The process dissociation procedure -- Secondary tasks and implicit vs. explicit AGL -- Neuroscience evidence for implicit vs. explicit AGL -- Summary -- Conclusions -- References -- Challenges in implicit learning research -- Introduction -- Artificial language research and SLA -- Motivation and research questions -- Experiment 1 -- Methods -- Stimulus material -- Results -- Discussion -- Experiment 2 -- Methods -- Results -- Discussion -- Experiment 3 -- Methods -- Results -- Discussion -- General discussion and conclusion -- References -- Appendix A -- Appendix B -- Effects of conditions on L2 development -- Introduction -- Alternatives to accuracy: ERPs and latency measures -- Latency -- Automaticity -- L2 learning and development -- Conclusion -- References -- Investigating implicit and explicit processing using L2 learners' eye-movement data -- The nature of eye-movement recordings -- L1 eye-movement studies -- Implicit and explicit learning processes in SLA -- SLA eye-movement studies and implicit/explicit learning -- Conclusion -- References -- Contributions of event-related potential research to issues in explicit and implicit second language acquisition.

Event-related potentials -- ERP components in L1 -- The N400 -- The AN -- The P600 -- ERP components in L2 -- Making connections between ERP research and explicit/implicit issues in SLA -- L2 ERP studies of artificial and miniature languages by training type -- L2 ERP studies of natural language by exposure type -- Discussion and conclusion -- References -- Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching -- Empirical studies of implicit learning -- The study -- Research design -- Hypotheses -- Method -- Participants -- Target structures: Semi-artificial language -- Grammaticality Judgment Task (GJT) -- Measuring awareness: Guessing criterion, zero correlation criterion, verbal reports -- Operation span -- Procedure -- Assessments tasks -- Results -- Confidence and source ratings -- Verbal reports -- Working memory -- Discussion -- Implications for language teaching -- References -- Form-focused instruction and the measurement of implicit and explicit L2 knowledge -- Introduction -- Defining implicit and explicit L2 knowledge and learning -- Methods for measuring implicit and explicit L2 knowledge -- Methods used in cognitive psychology -- Methods used in neuropsychological studies -- Methods used in FFI studies -- Designing tests of implicit and explicit knowledge -- The marsden project (Ellis, 2005 -- Ellis et al. 2009) -- Bowles' (2011) study -- Zhang's (2011) study -- Some conclusions -- Measuring learning in FFI studies -- Conclusion -- References -- Implicit and explicit instruction in L2 learning -- Introduction -- Present meta-analysis -- Method -- Literature search -- Inclusion and exclusion criteria -- Coding -- Effect sizes -- Comparisons of effect sizes -- Results -- Research publications -- Design characteristics -- Learner characteristics -- Quantitative meta-analysis.

Research setting (experimental vs. quasi-experimental).

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.