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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
The Understanding of Implicit Linguistic Knowledge in Second Language Research
Author(s)
Sami Sulaiman Alsalmi
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DOI:10.17265/2159-5836/2019.09.005
Affiliation(s)
Bristol University, Bristol, UK
ABSTRACT
Implicit knowledge acquisition is the goal of second language (L2) learning. Ellis (2006; 2009) argues that it is implicit rather than explicit knowledge which underlines linguistic competence reflected in actual speech production and comprehension. Thus, this review aims to elucidatethe theoretical nature of implicit and explicit linguistics knowledge and how these types of knowledge are distinguished in terms of their representation and processing in use. The overall goal is to make the understanding of implicit knowledge easier to a wide audience of L2 researchers, especially those who are not interested in the absence of awareness of the target feature to be learnt at the point of learning.
KEYWORDS
implicit knowledge, explicit knowledge and automaticity
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References
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Bowles, M. A. (2011). Measuring implicit and explicit linguistic knowledge. Studies in Second Language Acquisition, 33(02), 247-271.
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Decoo, W. (1996). The induction-deduction opposition: Ambiguities and complexities of the didactic reality. IRAL: International Review of Applied Linguistics in Language Teaching, 34(2), 95-118.
DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 313-348). Malden: Blackwell.
Ellis, N. (2003). Constructions, chunking and connectionism: The emergence of second language structure”. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 63-103). Malden, MA: Blackwell.
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Ellis, N. C. (2011). Implicit and explicit SLA and their interface. In C. Sanz and R. Leow (Eds.), Implicit andexplicit language learning: Conditions, processes and knowledge in SLA & Bilingualism (pp. 35-47). Washington, DC: Georgetown University Press.
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Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(02), 141-172.
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Ellis, R. (2015). Form-focused instruction and the measurement of implicit and explicit L2 knowledge. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 417-441). Amasterdam: John Benjamins.
Ellis, R., & Roever, C. (2018). The measurement of implicit and explicit knowledge. The Language Learning Journal, 1-16.
Erlam, R. (2006). Elicited imitation as a measure of L2 implicit knowledge: An Empirical validation study. Applied Linguistics, 27(3), 464-491.
Erlam, R., Loewen, S., & Philp, J. (2009). The roles of output-based and input-based instruction in the acquisition of L2 implicit and explicit knowledge. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 241-261).
Gass, S. M. (2013). Second language acquisition: An introductory course. Routledge.
Hulstijn, J. (2007). Psycholinguistic perspectives on language and its acquisition. In J. Cummins and C. Davison (Eds.), International Handbook of English Language Teaching (pp. 783-795). New York: Springer.
Hulstijn, J. H. (2015). Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning: The virtues and pitfalls of a two-system view. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 25-47). Amsterdam, The Netherlands: John Benjamins.
Ioup. (1995). Evaluating the need for input enhancement in post-critical period language acquisition. In Singleton and Lengyel (pp. 95-123).
Kim, J., & Nam, H. (2017). Measures of implicit knowledge revisited: Processing modes, time pressure, and modality. Studies in Second Language Acquisition, 39(3), 431-457.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.
Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.
Loewen, S. (2009). Grammaticality judgment tests and the measurement of implicit and explicit L2 knowledge. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 94-112). Bristol: Multilingual Matter.
Paradis, M. (1994). Neurolinguistic aspects of implicit and explicit memory: Implications for bilingualism and SLA. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (Vol. 393, pp. 393-419). London: Academic Press.
Pervin, L. A., & John, O. P. (1999). Handbook of personality: Theory and research. New York: Elsevier.
Reinders, H., & Ellis, R. (2009). The effects of two types of input on intake and the acquisition of implicit and explicit knowledge. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 281-302). Bristol: Multilingual Matters.
Robinson, P., Mackey, A., Gass, S. M., & Schmidt, R. (2013). Attention and awareness in second language acquisition. In S. M. Gass and A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 247-267). Abingdon: Routledge.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–30). Cambridge: Cambridge University Press.
Segalowitz, N. (2003). Automaticity and second languages. In M. H. Long and C. Doughty (Eds.), The handbook of second language acquisition (pp. 382-408). Oxford: Blackwell.
Sharwood-Smith, M. (1981). Consciousness-raising and the second language learner. Applied Linguistics, 2(2), 159-168.
Toth, P., & Guijarro-Fuentes, P. (2013). The impact of instruction on second-language implicit knowledge: Evidence against encapsulation. Applied Psycholinguistics, 34(6), 1163-1193.
VanPatten, B. (1990). Attending to form and content in the input. Studies in Second Language Acquisition, 12(03), 287-301.
Wang, Y. (2017). English transitivity alternation in second language acquisition: An attentional approach. Routledge.
Williams, J. N. (2009). Implicit learning in second language acquisition. In W. C. Ritchie and T. K. Bhatia (Eds.), The new handbook of second language acquisition (pp. 319-353). Bingley: Emerald.
Wong, W. (2001). Modality and attention to meaning and form in the input. Studies in Second Language Acquisition, 23(03), 345-368.
Bowles, M. A. (2011). Measuring implicit and explicit linguistic knowledge. Studies in Second Language Acquisition, 33(02), 247-271.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, Mass.: MIT Press.
Chomsky, N. (1980). Rules and representations. Oxford: Blackwell
Cleeremans, A., & Jimenez, L. (2002). Implicit learning and consciousness: A graded, dynamic perspective. In R. M. French & A. Cleeremans (Eds.), Implicit learning and consciousness: An empirical (pp. 1-46). East Sussex: Psychology Press.
Decoo, W. (1996). The induction-deduction opposition: Ambiguities and complexities of the didactic reality. IRAL: International Review of Applied Linguistics in Language Teaching, 34(2), 95-118.
DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 313-348). Malden: Blackwell.
Ellis, N. (2003). Constructions, chunking and connectionism: The emergence of second language structure”. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 63-103). Malden, MA: Blackwell.
Ellis, N. C. (2005). At the interface: dynamic interactions of explicit and implicit language knowledge. Studiesin Second Language Acquisition, 27, 305-352.
Ellis, N. C. (2011). Implicit and explicit SLA and their interface. In C. Sanz and R. Leow (Eds.), Implicit andexplicit language learning: Conditions, processes and knowledge in SLA & Bilingualism (pp. 35-47). Washington, DC: Georgetown University Press.
Ellis, N. C. (2015). Implicit and explicit language learning: Their dynamic interface and complexity. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 3-23). Philadelphia, PA: John Benjamins.
Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(02), 141-172.
Ellis, R. (2009). Implicit and explicit learning, knowledge and Instruction. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 1-25). Bristol: Multilingual Matters.
Ellis, R. (2015). Form-focused instruction and the measurement of implicit and explicit L2 knowledge. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 417-441). Amasterdam: John Benjamins.
Ellis, R., & Roever, C. (2018). The measurement of implicit and explicit knowledge. The Language Learning Journal, 1-16.
Erlam, R. (2006). Elicited imitation as a measure of L2 implicit knowledge: An Empirical validation study. Applied Linguistics, 27(3), 464-491.
Erlam, R., Loewen, S., & Philp, J. (2009). The roles of output-based and input-based instruction in the acquisition of L2 implicit and explicit knowledge. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 241-261).
Gass, S. M. (2013). Second language acquisition: An introductory course. Routledge.
Hulstijn, J. (2007). Psycholinguistic perspectives on language and its acquisition. In J. Cummins and C. Davison (Eds.), International Handbook of English Language Teaching (pp. 783-795). New York: Springer.
Hulstijn, J. H. (2015). Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning: The virtues and pitfalls of a two-system view. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 25-47). Amsterdam, The Netherlands: John Benjamins.
Ioup. (1995). Evaluating the need for input enhancement in post-critical period language acquisition. In Singleton and Lengyel (pp. 95-123).
Kim, J., & Nam, H. (2017). Measures of implicit knowledge revisited: Processing modes, time pressure, and modality. Studies in Second Language Acquisition, 39(3), 431-457.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.
Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.
Loewen, S. (2009). Grammaticality judgment tests and the measurement of implicit and explicit L2 knowledge. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 94-112). Bristol: Multilingual Matter.
Paradis, M. (1994). Neurolinguistic aspects of implicit and explicit memory: Implications for bilingualism and SLA. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (Vol. 393, pp. 393-419). London: Academic Press.
Pervin, L. A., & John, O. P. (1999). Handbook of personality: Theory and research. New York: Elsevier.
Reinders, H., & Ellis, R. (2009). The effects of two types of input on intake and the acquisition of implicit and explicit knowledge. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 281-302). Bristol: Multilingual Matters.
Robinson, P., Mackey, A., Gass, S. M., & Schmidt, R. (2013). Attention and awareness in second language acquisition. In S. M. Gass and A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 247-267). Abingdon: Routledge.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–30). Cambridge: Cambridge University Press.
Segalowitz, N. (2003). Automaticity and second languages. In M. H. Long and C. Doughty (Eds.), The handbook of second language acquisition (pp. 382-408). Oxford: Blackwell.
Sharwood-Smith, M. (1981). Consciousness-raising and the second language learner. Applied Linguistics, 2(2), 159-168.
Toth, P., & Guijarro-Fuentes, P. (2013). The impact of instruction on second-language implicit knowledge: Evidence against encapsulation. Applied Psycholinguistics, 34(6), 1163-1193.
VanPatten, B. (1990). Attending to form and content in the input. Studies in Second Language Acquisition, 12(03), 287-301.
Wang, Y. (2017). English transitivity alternation in second language acquisition: An attentional approach. Routledge.
Williams, J. N. (2009). Implicit learning in second language acquisition. In W. C. Ritchie and T. K. Bhatia (Eds.), The new handbook of second language acquisition (pp. 319-353). Bingley: Emerald.
Wong, W. (2001). Modality and attention to meaning and form in the input. Studies in Second Language Acquisition, 23(03), 345-368.