Implicit and Explicit Learning of Languages
1st Edition
Published on 15. May 2015
XXII, 482 pages
978-90-272-6872-3 (ISBN)
Description
Implicit learning is a fundamental feature of human cognition. Many essential skills, including language comprehension and production, intuitive decision making, and social interaction, are largely dependent on implicit (unconscious) knowledge. Given its relevance, it is not surprising that the study of implicit learning plays a central role in the cognitive sciences. The present volume brings together eminent researchers from a variety of fields (e.g., cognitive psychology, linguistics, education, cognitive neuroscience, developmental psychology) in order to assess the progress made in the study of implicit and explicit learning, to critically evaluate key concepts and methodologies, and to determine future directions to take in this interdisciplinary enterprise. The eighteen peer-reviewed chapters in this volume are written in an accessible and engaging fashion; together, they provide the reader with a comprehensive snapshot of the exciting current work on the implicit and explicit learning of languages.
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Patrick Rebuschat
Implicit and Explicit Learning of Languages
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09/2015
John Benjamins Publishing Co
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Content
- 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)
- Mode of instruction (oral vs. written vs. combined)
- Type of study (feedback vs. nonfeedback vs. combined)
- Learning context (FL vs. SL)
- Target type (grammatical vs. lexical vs. pragmatic)
- Type of dependent variable measure (metalinguistic judgment vs. selected response vs. constrained constructed response vs. free constructed response vs. combined)
- Discussion
- RQ 1: How effective is L2 instruction overall?
- RQ 2: Is there any difference between explicit and implicit treatments in their overall efficacy on L2 learning?
- RQ 3: To what extent do potential moderator variables mediate the effectiveness of implicit and/or explicit treatments?
- Conclusion
- References
- Appendix A
- Appendix B
- Index
