Form-focused instruction and the measurement of implicit and explicit L2 knowledge
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Rod Ellis
Abstract
This chapter discusses the importance of designing valid tests of second language (L2) learning in order to investigate the effects of form-focused instruction (FFI). It argues that such tests must provide measures of both implicit and explicit L2 knowledge. Various methods for designing such tests are considered – the methods used in psychological studies of implicit/explicit knowledge, the methods used in neuropsychological studies, and the methods that have been used in FFI studies. Psychometric studies (Ellis, 2005; Bowles, 2011; Zhang, 2013) that have investigated attempts to design tests that distinguish the two types of knowledge are then reviewed. The chapter concludes by proposing a set of general principles that can guide the measurement of learning in FFI studies.
Abstract
This chapter discusses the importance of designing valid tests of second language (L2) learning in order to investigate the effects of form-focused instruction (FFI). It argues that such tests must provide measures of both implicit and explicit L2 knowledge. Various methods for designing such tests are considered – the methods used in psychological studies of implicit/explicit knowledge, the methods used in neuropsychological studies, and the methods that have been used in FFI studies. Psychometric studies (Ellis, 2005; Bowles, 2011; Zhang, 2013) that have investigated attempts to design tests that distinguish the two types of knowledge are then reviewed. The chapter concludes by proposing a set of general principles that can guide the measurement of learning in FFI studies.
Chapters in this book
- Prelim pages i
- Table of contents v
- Foreword vii
- List of contributors ix
-
Introduction
- Introduction xiii
-
Theoretical perspectives
- Implicit AND explicit language learning 3
- Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning 25
- Implicit learning in SLA 47
- Semantic implicit learning 69
- What does current generative theory have to say about the explicit-implicit debate? 91
- Explicit knowledge about language in L2 learning 117
- The learnability of language 139
- Tracking multiple inputs 167
- Implicit statistical learning and language acquisition 191
- Implicit learning of non-adjacent dependencies 213
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Methodology
- Artificial grammar learning 249
- Challenges in implicit learning research 275
- Effects of conditions on L2 development 301
- Investigating implicit and explicit processing using L2 learners’ eye-movement data 325
- Contributions of event-related potential research to issues in explicit and implicit second language acquisition 349
-
Practical applications
- Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching 387
- Form-focused instruction and the measurement of implicit and explicit L2 knowledge 417
- Implicit and explicit instruction in L2 learning 443
- Index 483
Chapters in this book
- Prelim pages i
- Table of contents v
- Foreword vii
- List of contributors ix
-
Introduction
- Introduction xiii
-
Theoretical perspectives
- Implicit AND explicit language learning 3
- Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning 25
- Implicit learning in SLA 47
- Semantic implicit learning 69
- What does current generative theory have to say about the explicit-implicit debate? 91
- Explicit knowledge about language in L2 learning 117
- The learnability of language 139
- Tracking multiple inputs 167
- Implicit statistical learning and language acquisition 191
- Implicit learning of non-adjacent dependencies 213
-
Methodology
- Artificial grammar learning 249
- Challenges in implicit learning research 275
- Effects of conditions on L2 development 301
- Investigating implicit and explicit processing using L2 learners’ eye-movement data 325
- Contributions of event-related potential research to issues in explicit and implicit second language acquisition 349
-
Practical applications
- Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching 387
- Form-focused instruction and the measurement of implicit and explicit L2 knowledge 417
- Implicit and explicit instruction in L2 learning 443
- Index 483
