implicit explicit language learning (64 résultats)

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Paperback. Etat : Very good. Paperback. 9" X 6". xii, 229pp. Very mild shelf wear to covers, corners, and edges of pictorial paper wraps. Bump to tail of spine. Pages are clean and unmarked. Binding is sound. ABOUT THIS BOOK: Over the last several decades, neuroscientists, cognitive psychologists, and psycholinguists have investigated the implicit and explicit continuum in language development and use from theoretical, empirical, and methodological perspectives. This book addresses these perspectives in an effort to build connections among them and to draw pedagogical implications when possible. The volume includes an examination of the psychological and neurological processes of implicit and explicit learning, what aspects of language learning can be affected by explicit learning, and the effects of bilingualism on the mental processing of language. Rigorous empirical research investigations probe specific aspects of acquiring morphosyntax and phonology, including early input, production, feedback, age, and study abroad. A final section explores the rich insights provided into language processing by bilingualism, including such major areas as aging, third language acquisition, and language separation.(Publisher).

Paperback or Softback. Etat : New. Explicit and Implicit Learning in Second Language Acquisition. Book.

Etat : New.

Etat : New.

paperback. Etat : Very Good. Connecting readers with great books since 1972! Used books may not include companion materials, and may have some shelf wear or limited writing. We ship orders daily and Customer Service is our top priority!

Etat : New. pp. 46.

Paperback. Etat : new. Paperback. 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. 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Etat : New. 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.

Etat : New. New edition NO-PA16APR2015-KAP.

Etat : Poor. This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. Book contains pencil & highlighter markings. In poor condition, suitable as a reading copy. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,700grams, ISBN:9781847691743.

Etat : New.

Etat : Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,700grams, ISBN:9781847691743.

Paperback. Etat : new. Paperback. The implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners' language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition. This book examines a project that investigated ways of measuring implicit/explicit L2 knowledge, the relationship between the two types of knowledge and language proficiency, and the effect that different types of form-focused instruction had on their acquisition. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Etat : New. The implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners' language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition.

Paperback or Softback. Etat : New. Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Book.

Etat : New.

Etat : New. In.

PAPERBACK. Etat : New.

Paperback. Etat : New. The implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners' language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition.

Etat : New.

Etat : New. In.

Paperback / softback. Etat : New. New copy - Usually dispatched within 4 working days.

PF. Etat : New.

Paperback / softback. Etat : New. New copy - Usually dispatched within 4 working days.

Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - Bachelor Thesis from the year 2009 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: gut, University of Poznan (Institute of English), course: Teaching methods, language: English, abstract: The differentiation between explicit and implicit knowledge has been a key issue discussed by researchers involved in second language acquisition throughout the last several decades. Some follow the ideas of Stephen Krashen, the trail blazer of studies concerning implicit knowledge and focus on meaning. Other, believe that explicit knowledge is more important. The core of this BA thesis is an empirical study measuring implicit and explicit knowledge of a group secondary school students. The study is preceded by two chapters discussing relevant issues about implicit and explicit knowledge as well as various tests that measure the knowledge of a subject.The first chapter describes the similarities and differences between explicit and implicit knowledge. It provides general information that is developed later on, or that needs to be mentioned in order to supply sufficient details that form the background of the empirical research that is presented in the third chapter. The main aim of the first chapter is to present seven dimensions which help to distinguish implicit knowledge from explicit knowledge. This chapter also touches upon the issue of learning difficulty of certain grammatical features. The second chapter is a description of various criteria on the basis of which implicit and explicit knowledge is measured. What is more, there are different tests that measure implicit and explicit knowledge included in this section, together with the ways in which they are formed, and the importance they have in measuring a given type of knowledge. The aforementioned tests encompass the imitation test, timed as well as the untimed version of the grammar judgement test (GJT), oral narrative test, and finally the metalinguistic knowledge test. The third chapter is an empirical study prepared by the author. It is divided into two parts, and measures both implicit and explicit knowledge of the participants. The study itself was inspired by three other experiments, but it also possesses its original and unique ideas. Apart from measuring implicit and explicit knowledge, it also explores metalinguistic knowledge and the issue of systematicity. The research analyses several key questions, the most important concerning which type of knowledge learners from a typical secondary school in Poland make use of more efficiently.

Etat : New.

Taschenbuch. Etat : Neu. Implicit versus explicit knowledge in foreign language learning | Maciej Buczowski | Taschenbuch | 44 S. | Englisch | 2014 | GRIN Verlag | EAN 9783656649694 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

Paperback. Etat : Brand New. 391 pages. 9.00x6.25x1.00 inches. In Stock.

Taschenbuch. Etat : Neu. 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.