In this Book

Implicit and Explicit Language Learning
summary

Over the last several decades, neuroscientists, cognitive psychologists, and psycholinguists have investigated the implicit and explicit continuum in language development and use from theoretical, empirical, and methodological perspectives. This book addresses these perspectives in an effort to build connections among them and to draw pedagogical implications when possible.

The volume includes an examination of the psychological and neurological processes of implicit and explicit learning, what aspects of language learning can be affected by explicit learning, and the effects of bilingualism on the mental processing of language. Rigorous empirical research investigations probe specific aspects of acquiring morphosyntax and phonology, including early input, production, feedback, age, and study abroad. A final section explores the rich insights provided into language processing by bilingualism, including such major areas as aging, third language acquisition, and language separation.

Table of Contents

  1. Cover
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  1. Contents
  2. pp. v-vi
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  1. List of Illustrations
  2. pp. vii-ix
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  1. Acknowledgments
  2. pp. xi-xii
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  1. 1. Introduction
  2. pp. 1-6
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  1. PART I: THEORY
  2. p. 7
  1. 2. Stubborn Syntax: How It Resists Explicit Teaching and Learning
  2. pp. 9-21
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  1. 3. An Epitaph for Grammar: An Abridged History
  2. pp. 23-34
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  1. 4. Implicit and Explicit SLA and Their Interface
  2. pp. 35-47
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  1. 5. How Analysis and Control Lead to Advantages and Disadvantages in Bilingual Processing
  2. pp. 49-58
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  1. PART II: METHODOLOGICAL ISSUES AND EMPIRICAL RESEARCH ON AWARENESS, PEDAGOGICAL CONTEXTS, AND INDIVIDUAL DIFFERENCES IN SLA
  2. p. 59
  1. 6. Getting a Grip on the Slippery Construct of Awareness: Toward a Finer-Grained Methodological Perspective
  2. pp. 61-72
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  1. 7. Aging, Pedagogical Conditions, and Differential Success in SLA: An Empirical Study
  2. pp. 73-84
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  1. 8. Effects of Feedback Timing in SLA: A Computer-Assisted Study on the Spanish Subjunctive
  2. pp. 85-99
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  1. 9. Working Memory Predicts the Acquisition of Explicit L2 Knowledge
  2. pp. 101-113
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  1. 10. The Effects of Formal Instruction and Study Abroad Contexts on Foreign Language Development: The SALA Project
  2. pp. 115-127
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  1. 11. Input Processing Principles: A Contribution from First-Exposure Data
  2. pp. 129-141
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  1. PART III: EMPIRICAL RESEARCH ON L2 PHONOLOGY
  2. p. 143
  1. 12. What Is Implicit and What Is Explicit in L2 Speech? Findings from an Oral Corpus
  2. pp. 145-157
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  1. 13. Explicit Training and Implicit Learning of L2 Phonemic Contrasts
  2. pp. 159-174
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  1. PART IV: EMPIRICAL STUDIES ON KEY ISSUES IN BILINGUALISM: AGING, THIRD LANGUAGE ACQUISITION, AND LANGUAGE SEPARATION
  2. p. 175
  1. 14. English Speakers' Perception of Spanish Vowels: Evidence for Multiple-Category Assimilation
  2. pp. 177-193
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  1. 15. Early Phonological Acquisition in a Set of English-Spanish Bilingual Twins
  2. pp. 195-205
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  1. 16. Language Learning Strategies in Adult L3 Acquisition: Relationship between L3 Development, Strategy Use, L2 Levels, and Gender
  2. pp. 207-217
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  1. 17. Effects of Bilingualism on Inhibitory Control in Elderly Brazilian Bilinguals
  2. p. 219
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