What does the explicit/implicit learning distinction mean in current second language acquisition research?

University of Sheffield
22nd January 2016

There continues to be considerable interest in the question of implicit versus explicit learning in second language acquisition, referred to in some paradigms as acquisition versus learning. Despite differences in theoretical approaches, there is shared understanding in core aspects of these types of knowledge (Whong et al 2014). This workshop offered a series of talks followed by a panel discussion that consider the following questions:

  1. How do researchers from different theoretical approaches understand the two types of knowledge, as well as the relationship between them?
  2. What effect do different forms of input (potentially) have on the development of each of the two types of knowledge?
  3. How important is the concept of implicit/explicit learning to current SLA research?

 

Programme

Using explicit/implicit tasks to measure explicit/implicit learning – Theo Marinis, University of Reading. Abstract. Presentation slides.

Relations between research into sentence processing and research into instructed SLA: what kinds of language and what kinds of knowledge are we talking about?- Emma Marsden, University of York. Abstract. Presentation slides.

On the relationship between explicit and implicit knowledge and learning – Sible Andringa, Universiteit van Amsterdam. Abstract. Presentation slides.

The competing systems hypothesis: at the cross-roads of acquisition theory and second language teaching practice – Jason Rothman, University of Reading. Abstract. Presentation slides.

 

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