Implicit and Explicit Knowledge in Second Language Acquisition

Autor/inn/en	Rebuschat, Patrick; Williams, John N.
Titel	Implicit and Explicit Knowledge in Second Language Acquisition
Quelle	In: Applied Psycholinguistics, 33 (2012) 4, S.829-856 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716411000580
Schlagwörter	Learning Processes; Language Acquisition; Second Languages; Language Tests; Adult Learning; Adult Students; Syntax; Artificial Languages; Incidental Learning; Psycholinguistics; Language Processing; Second Language Learning; Experiments + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Sprachaneignung; Spracherwerb; Second language; Zweitsprache; Language test; Sprachtest; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Inzidentelles Lernen; Psycholinguistik; Sprachverarbeitung; Zweitsprachenerwerb; Erprobung
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. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=APS
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10