Explicit and Implicit Learning in Second Language Acquisition

Bill Vanpatten

ISBN 10: 100904432X / ISBN 13: 9781009044325

Edité par Cambridge University Press, 2022

A propos de cet article

Druck auf Anfrage Neuware - Printed after ordering - This Element explores the roles of explicit and implicit learning in second language acquisition. The authors lay out some key issues that they take to underlie the debate on the extent to which second language acquisition involves explicit learning, implicit learning, or both. They also discuss what they take to be an oversight in the field: namely, the lack of clear definitions of key constructs. Taking a generative perspective on the nature of language, while addressing alternative approaches at key points, they refocus the discussion of explicit and implicit learning by first asking what must be learned (i.e., what is this mental representation we call 'language' that all functioning humans possess ) The discussion and research reviewed leads to the conclusion that second language acquisition is largely if not exclusively implicit in nature and that explicit learning plays a secondary role in how learners grapple with meaning.

N° de réf. du vendeur 9781009044325

Détails bibliographiques

• Titre: Explicit and Implicit Learning in Second Language Acquisition
• Éditeur: Cambridge University Press
• Date de parution: 2022
• Langue: anglais
• ISBN à 10 chiffres: 100904432X
• ISBN à 13 chiffres: 9781009044325
• Reliure: Taschenbuch
• État de l'article: Neu
• Dimensions: 229 L x 152 H x 4 P (en millimètres) 229 millimètres de largeur par 152 millimètres de hauteur par 4 millimètres de profondeur
• Poids: 100 grammes

A propos de ce titre

Synopsis

This Element explores the roles of explicit and implicit learning in second language acquisition. The authors lay out some key issues that they take to underlie the debate on the extent to which second language acquisition involves explicit learning, implicit learning, or both. They also discuss what they take to be an oversight in the field: namely, the lack of clear definitions of key constructs. Taking a generative perspective on the nature of language, while addressing alternative approaches at key points, they refocus the discussion of explicit and implicit learning by first asking what must be learned (i.e., what is this mental representation we call “language” that all functioning humans possess?) The discussion and research reviewed leads to the conclusion that second language acquisition is largely if not exclusively implicit in nature and that explicit learning plays a secondary role in how learners grapple with meaning.