The Understanding of Implicit Linguistic Knowledge in Second Language Research
TL;DR: In this paper, the 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 are discussed, with the overall goal 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.
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.
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Book Chapter•
19 Jun 2009
TL;DR: In the case of implicit learning, learners remain unaware of the learning that has taken place, although it is evident in the behavioral responses they make, and cannot verbalize what they have learned.
Abstract: (1) Implicit learning proceeds without making demands on central attentional resources. As N. Ellis (2008: 125) puts it, ‘generalizations arise from conspiracies of memorized utterances collaborating in productive schematic linguistic productions’. Thus, the resulting knowledge is subsymbolic, reflecting statistical sensitivity to the structure of the learned material. In contrast, explicit learning typically involves memorizing a series of successive facts and thus makes heavy demands on working memory. As a result, it takes place consciously and results in knowledge that is symbolic in nature (i.e. it is represented in explicit form). (2) In the case of implicit learning, learners remain unaware of the learning that has taken place, although it is evident in the behavioral responses they make. Thus, learners cannot verbalize what they have learned. In the case of explicit learning, learners are aware that they have learned something and can verbalize what they have learned.
251 citations
01 Jan 2017
TL;DR: This article investigated the acquisition of English transitivity alternation by adult Chinese EFL learners within an attentional framework and found that the level of rule awareness as developed in different instruction types has differential effects on learning.
Abstract: This doctoral research investigates the acquisition of English transitivity alternation by adult Chinese EFL learners within an attentional framework. Specifically, the following research questions are addressed: i) whether instruction is effective and if yes, what instruction type is more effective in facilitating the acquisition of the target form, ii) whether the level of rule awareness as developed in different instruction types has differential effects on learning, and iii) whether aptitude correlates positively with the level of awareness and the extent of learning on the target form. These research questions are addressed in an experimental study for which 84 lowand 78 intermediateproficiency learners were recruited. Participants at both proficiency levels were randomly assigned to a control, explicit-inductive or explicitdeductive group. Both the picture-stimulated production and grammaticality judgment tasks were conducted to assess the learning outcome in a format of prepost-delayed tests. Learners‘ awareness of the target rule was categorized into three levels, namely the level of non-reporting, noticing and understanding, based on their responses to a post-exposure questionnaire. Meanwhile, learners‘ individual differences in aptitude were measured in two subtests on grammatical sensitivity and language analysis respectively. Analyses of the quantitative results revealed: i) form-focused instruction in both explicit groups proved to be more effective than the control group in acquiring English transitivity alternation; ii) the explicit-inductive and explicit-deductive instruction had differential learning effects for the intermediate learners, but not for the low-proficiency ones; iii) the results concerning the relationship between awareness and instruction type suggested that learners (both low and intermediate)
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References
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TL;DR: Methodological preliminaries of generative grammars as theories of linguistic competence; theory of performance; organization of a generative grammar; justification of grammar; descriptive and explanatory theories; evaluation procedures; linguistic theory and language learning.
12,586 citations
Book•
01 May 1965
TL;DR: Generative grammars as theories of linguistic competence as discussed by the authors have been used as a theory of performance for language learning. But they have not yet been applied to the problem of language modeling.
Abstract: : Contents: Methodological preliminaries: Generative grammars as theories of linguistic competence; theory of performance; organization of a generative grammar; justification of grammars; formal and substantive grammars; descriptive and explanatory theories; evaluation procedures; linguistic theory and language learning; generative capacity and its linguistic relevance Categories and relations in syntactic theory: Scope of the base; aspects of deep structure; illustrative fragment of the base component; types of base rules Deep structures and grammatical transformations Residual problems: Boundaries of syntax and semantics; structure of the lexicon
12,225 citations
Book•
05 Jun 1992
TL;DR: In this article, the authors present a taxonomy of the Big Five Trait Taxonomy of personality traits and its relationship with the human brain. But the taxonomy does not consider the relationship between the brain and the human personality.
Abstract: Part 1. Introduction. N.B. Barenbaum, D.G. Winter, History of Modern Personality Theory and Research. Part 2. Theoretical Perspectives. D.M. Buss, Human Nature and Individual Differences: Evolution of Human Personality. D. Westen, G.O. Gabbard, K.M. Ortigo, Psychoanalytic Approaches to Personality. O.P. John, L.P. Naumann, C.J. Soto, Paradigm Shift to the Integrative Big Five Trait Taxonomy: History, Measurement, and Conceptual Issues. R.R. McCrae, P.T. Costa, Jr., The Five-Factor Theory of Personality. E.T. Higgins, A.A. Scholer, When Is Personality Revealed? A Motivated Cognition Approach. W. Mischel, Y. Shoda, Toward a Unifying Theory of Personality: Integrating Dispositions and Processing Dynamics within the Cognitive-Affective Processing System. D.P. McAdams, Personal Narratives and the Life Story. Part 3. Biological Bases. L.A. Clark, D. Watson, Temperament: An Organizing Paradigm for Trait Psychology. R.F. Krueger, W. Johnson, Behavioral Genetics and Personality: A New Look at the Integration of Nature and Nurture. T. Canli, Toward a "Molecular Psychology" of Personality. T.A.R. Weinstein, J.P. Capitanio, S.D. Gosling, Personality in Animals. Part 4. Developmental Approaches. E.M. Pomerantz, R.A. Thompson, Parents' Role in Children's Personality Development: The Psychological Resource Principle. B.W. Roberts, D. Wood, A. Caspi, The Development of Personality Traits in Adulthood. C.D. Ryff, Challenges and Opportunities at the Interface of Aging, Personality, and Well-Being. Part 5. Self and Social Processes. R.W. Robins, J.L. Tracy, K.H. Trzesniewski, Naturalizing the Self. W.B. Swann, Jr., J.K. Bosson, Identity Negotiation: A Theory of Self and Social Interaction. M.T. Gailliot, N.L. Mead, R.F. Baumeister, Self-Regulation. D.L. Paulhus, P.D. Trapnell, Self-Presentation of Personality: An Agency-Communion Framework. R.C. Fraley, P.R. Shaver, Attachment Theory and Its Place in Contemporary Personality Theory and Research. V. Benet-Martinez, S. Oishi, Culture and Personality. D.C. Funder, Personality, Situations, and Person-Situation Interactions. Part 6. Cognitive and Motivational Processes. J.F. Kihlstrom, The Psychological Unconscious. O.C. Schultheiss, Implicit Motives. R.A. Emmons, J.L. Barrett, S.A. Schnitker, Personality and the Capacity for Religious and Spiritual Experience. R.M. Ryan, E.L. Deci, Self-Determination Theory and the Role of Basic Psychological Needs in Personality and the Organization of Behavior. D.K. Simonton, Creativity and Genius. Part 7. Emotion, Adjustment, and Health. J.J. Gross, Emotion and Emotion Regulation: Personality Processes and Individual Differences. C.S. Carver, M.F. Scheier, D. Fulford, Self-regulatory Processes, Stress, and Coping. T.A. Widiger, G.T. Smith, Personality and Psychopathology. S.E. Hampson, H.S. Friedman, Personality and Health: A Lifespan Perspective. R.E. Lucas, E. Diener, Personality and Subjective Well-Being.
5,061 citations
"The Understanding of Implicit Lingu..." refers background in this paper
...…and without the intention to learn it, the incidental case refers to THE UNDERSTANDING OF IMPLICIT LINGUISTIC KNOWLEDGE 946 knowledge that “is acquired in the absence of instructions or intention to learn, but the subject retains conscious access to that knowledge” (Pervin & John, 1999, p. 587)....
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Book•
01 Jan 1981
TL;DR: The Monitor Theory of adult second language acquisition as mentioned in this paper has been widely used in the field of language acquisition and has been applied to a wide range of domains, e.g., first and second language learning.
Abstract: All Rights Reserved. This publication may be downloaded and copied without charge for all reasonable, non-commercial educational purposes, provided no alterations in the text are made. I have had a great deal of help and feedback from many people in writing this book. Among the many scholars and friends I am indebted to are also would like to express my thanks to those scholars whose work has stimulated my own thinking in the early stages of the research reported on here: John Upshur, Leonard Newmark, and S. Pit Corder all recognized the reality of language "acquisition" in the adult long before I did. I would also like the thank Introduction This book is concerned with what has been called the "Monitor Theory" of adult second language acquisition. Monitor Theory hypothesizes that adults have two independent systems for developing ability in second languages, subconscious language acquisition and conscious language learning, and that these systems are interrelated in a definite way: subconscious acquisition appears to be far more important. The introduction is devoted to a brief statement of the theory and its implications for different aspects of second language acquisitions theory and practice. We define acquisition and learning, and present the Monitor Model for adult second language performance. Following this, brief summaries of research results in various areas of second language acquisition serve as both an overview of Monitor Theory research over the last few years and as introduction to the essays that follow. Language acquisition is very similar to the process children use in acquiring first and second languages. It requires meaningful interaction in the target language-natural communication-in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. Error correction and explicit teaching of rules are not relevant to language acquisition but caretakers and native speakers can modify their utterances addressed to acquirers to help them understand, and these modifications are thought to help the acquisition process (Snow and Ferguson, 1977). It has been hypothesized that there is a fairly stable order of acquisition of structures in language acquisition, that is, one can see clear 1 similarities across acquirers as to which structures tend to be acquired early and which tend to be acquired late (Brown, 1973; Dulay and Burt, 1975). Acquirers need not have a conscious awareness of the "rules" they possess, and may self-correct only on the basis of …
4,609 citations
Book•
01 Jan 1985
TL;DR: Langs as discussed by the authors presents strategies which teachers might use to teach on the trans-cultural field of discourse which Gumperz helps us to understand, and these strategies can help teachers to tailor their actions from day to day to the extent of their evolving understanding of this field.
Abstract: Langs, then, presents strategies which teachers might use to teach on the trans-cultural field of discourse which Gumperz helps us to understand. What's more, Langs's strategies can help teachers to tailor their actions from day to day to the extent of their evolving understanding of this field. If a therapist can maintain communicative fields for deeply disturbed patients, a teacher can maintain similar fields for those students whose discourse strategies the teacher does not yet understand. With a field of communication established, teachers can continue to analyze those strategies by listening closely to the students, attending to their own response, forming silent hypotheses, and seeing them invalidated or validated in the next classroom exchange.
4,389 citations