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In:Implicit and Explicit Learning of Languages
Edited by Patrick Rebuschat
[Studies in Bilingualism 48] 2015
► pp. 3–24

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Implicit AND explicit language learning

Their dynamic interface and complexity

 | University of Michigan
Published online: 24 September 2015
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https://doi.org/10.1075/sibil.48.01ell
Learning symbols and their arrangement in language involves learning associations across and within modalities. Research on implicit learning and chunking within modalities (e.g. N. C. Ellis, 2002) has identified how language users are sensitive to the frequency of language forms and their sequential probabilities at all levels of granularity from phoneme to phrase. This knowledge allows efficient language processing and underpins acquisition by syntactic bootstrapping. Research on explicit learning (e.g. N. C. Ellis, 2005) has shown how conscious processing promotes the acquisition of novel explicit cross-modal form-meaning associations. These breathe meaning into the processing of language form and they underpin acquisition by semantic bootstrapping. This is particularly important in establishing novel processing routines in L2 acquisition. These representations are also then available as units of implicit learning in subsequent processing. Language systems emerge, both diachronically and ontogenetically, from the statistical abstraction of patterns latent within and across form and function in language usage. The complex adaptive system (N. C. Ellis & Larsen-Freeman, 2009b) of interactions within AND across form and function is far richer than that emergent from implicit or explicit learning alone.
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2021. Teaching Grammar through Form-Focused Instruction: The Case of Teaching Modal Verbs to Turkish EFL Learners. Journal of Language Research 5:1 ► pp. 1 ff. DOI logo
Jiang, Xiangying, Joseph Rollinson, Luke Plonsky, Erin Gustafson & Bozena Pajak
2021. Evaluating the reading and listening outcomes of beginning‐level Duolingo courses. Foreign Language Annals 54:4 ► pp. 974 ff. DOI logo
La Russa, Francesca & Elena Nuzzo
2021. Peer corrective feedback as an opportunity for metalinguistic reflection in tandem telecollaboration. EuroAmerican Journal of Applied Linguistics and Languages 8:2 DOI logo
Lambert, Monique
2021. Influence de la L1 en L2 : un défi pour la didactique des langues. In Premières étapes dans l'acquisition des langues étrangères, ► pp. 113 ff. DOI logo
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2021. Do Kindergarteners Develop Awareness of the Statistical Regularities They Acquire?. Language Learning 71:2 ► pp. 573 ff. DOI logo
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2022. The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners. Language Learning and Development 18:2 ► pp. 201 ff. DOI logo
Stefanich, Sara & Jennifer Cabrelli
2021. The Effects of L1 English Constraints on the Acquisition of the L2 Spanish Alveopalatal Nasal. Frontiers in Psychology 12 DOI logo
Andringa, Sible
2020. The emergence of awareness in uninstructed L2 learning: A visual world eye tracking study. Second Language Research 36:3 ► pp. 335 ff. DOI logo
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2020. Investigating the effectiveness of planned focus on form method in teaching young learners English as a foreign Language. Dil ve Dilbilimi Çalışmaları Dergisi 16:1 ► pp. 418 ff. DOI logo
Jensen, Isabel Nadine, Roumyana Slabakova, Marit Westergaard & Björn Lundquist
2020. The Bottleneck Hypothesis in L2 acquisition: L1 Norwegian learners’ knowledge of syntax and morphology in L2 English. Second Language Research 36:1 ► pp. 3 ff. DOI logo
Langerová, Petra
2020. Research in foreign language didactics III, ► pp. 29 ff. DOI logo
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2020. Languaging and grammatical terminology. In Languaging in Language Learning and Teaching [Language Learning & Language Teaching, 55], ► pp. 67 ff. DOI logo
Tuninetti, Alba, Karen E. Mulak & Paola Escudero
2020. Cross-Situational Word Learning in Two Foreign Languages: Effects of Native Language and Perceptual Difficulty. Frontiers in Communication 5 DOI logo
Yamada, Masayuki
2020. Uma versão em Português Europeu do C-test. Diacrítica 32:3 ► pp. 105 ff. DOI logo
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2019. Domain‐General Cognitive Ability Predicts Bilingual Children's Receptive Vocabulary in the Majority Language. Language Learning 69:2 ► pp. 292 ff. DOI logo
Colasacco, Marina Anna
2019. A cognitive approach to teaching deictic motion verbs to German and Italian students of Spanish . International Review of Applied Linguistics in Language Teaching 57:1 ► pp. 71 ff. DOI logo
Leow, Ronald P.
2019. ISLA: How implicit or how explicit should it be? Theoretical, empirical, and pedagogical/curricular issues. Language Teaching Research 23:4 ► pp. 476 ff. DOI logo
Marsden, Heather & Roumyana Slabakova
2019. Grammatical meaning and the second language classroom: Introduction. Language Teaching Research 23:2 ► pp. 147 ff. DOI logo
Shaules, Joseph
2019. Deep Learning. In Language, Culture, and the Embodied Mind, ► pp. 57 ff. DOI logo
Sockett, Geoffrey & Denyze Toffoli
2019. Last Words. In The Handbook of Informal Language Learning, ► pp. 471 ff. DOI logo
SUZUKI, YUICHI, TATSUYA NAKATA & ROBERT DEKEYSER
2019. Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. The Modern Language Journal 103:3 ► pp. 551 ff. DOI logo
Sántha-Malomsoki, Ágnes & Kálmán Sántha
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Alonso-Aparicio, Irene
2018. The impact of prior knowledge on second language grammar practice. In Usage-inspired L2 Instruction [Language Learning & Language Teaching, 49], ► pp. 143 ff. DOI logo
Tyler, Andrea E. & Lourdes Ortega
2018. Usage-inspired L2 instruction. In Usage-inspired L2 Instruction [Language Learning & Language Teaching, 49], ► pp. 3 ff. DOI logo
Tyler, Andrea E. & Lourdes Ortega
2018. Usage-inspired L2 instruction. In Usage-inspired L2 Instruction [Language Learning & Language Teaching, 49], ► pp. 315 ff. DOI logo
Chason, Lisa, Dianne Loyet, Luann Sorenson & Anastasia Stoops
2017. An Approach for Embedding Critical Thinking in Second Language Paragraph Writing. TESOL Journal 8:3 ► pp. 582 ff. DOI logo
Suzuki, Yuichi & Robert DeKeyser
2017. The Interface of Explicit and Implicit Knowledge in a Second Language: Insights From Individual Differences in Cognitive Aptitudes. Language Learning 67:4 ► pp. 747 ff. DOI logo
Penny Lamb and Po Yuk Ko, Gierlinger, Erwin Maria, Harald Spann & Thomas Wagner
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2015. NEW DIRECTIONS IN THE STUDY OF IMPLICIT AND EXPLICIT LEARNING. Studies in Second Language Acquisition 37:2 ► pp. 185 ff. DOI logo
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2004. 6. CURRENT DEVELOPMENTS IN RESEARCH ON THE TEACHING OF GRAMMAR. Annual Review of Applied Linguistics 24 ► pp. 126 ff. DOI logo
Wong, Wynne & Daphnée Simard
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1999. Cross-linguistic studies of early grammar. International Journal of Bilingualism 3:2-3 ► pp. 105 ff. DOI logo
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[no author supplied]
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This list is based on CrossRef data as of 1 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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