Developmental Comparisons of Implicit and Explicit Language Learning

2013 ◽  
Vol 20 (2) ◽  
pp. 93-108 ◽  
Author(s):  
Karen Lichtman
Keyword(s):  
Language Learning ◽  
Implicit And Explicit

Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching

2009 ◽  
Author(s):  
Hayo Reinders ◽  
Rosemary Erlam ◽  
JeneferVE Philp ◽  
Shawn Loewen ◽  
Catherine Elder
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Explicit Knowledge ◽  
Implicit And Explicit

A VIEW OF THE NEURAL REPRESENTATION OF SECOND LANGUAGE SYNTAX THROUGH ARTIFICIAL LANGUAGE LEARNING UNDER IMPLICIT CONTEXTS OF EXPOSURE

2015 ◽  
Vol 37 (2) ◽  
pp. 383-419 ◽  
Author(s):  
Kara Morgan-Short ◽  
ZhiZhou Deng ◽  
Katherine A. Brill-Schuetz ◽  
Mandy Faretta-Stutenberg ◽  
Patrick C. M. Wong ◽  
...  
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Neural Circuits ◽  
Longitudinal Design ◽  
Procedural Memory ◽  
Neural Representation ◽  
Control Mechanisms ◽  
L2 Acquisition ◽  
Artificial Language Learning ◽  
Implicit And Explicit

The current study aims to make an initial neuroimaging contribution to central implicit-explicit issues in second language (L2) acquisition by considering how implicit and explicit contexts mediate the neural representation of L2. Focusing on implicit contexts, the study employs a longitudinal design to examine the neural representation of L2 syntax and also considers how the neural circuits underlying L2 syntax vary among learners who exhibit different levels of performance on linguistic and cognitive tasks. Results suggest that when exposed to a L2 under an implicit context, some learners are able to quickly rely on neural circuits associated with first language grammar and procedural memory, whereas other learners increasingly use extralinguistic neural circuits related to control mechanisms to process syntax. Thus, there may be multiple ways in which L2 is represented neurally, at least when learned under implicit contexts.

scholarly journals READING GENRE IN TEACHING AND LEARNING ENGLISH

2021 ◽  
Vol 15 (1) ◽  
pp. 39
Author(s):  
Suaibatul Aslamiah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Rhetorical Analysis ◽  
Social Activity ◽  
Genre Analysis ◽  
Reading Text ◽  
Interactional Analysis ◽  
The Right ◽  
Implicit And Explicit ◽  
Pedagogical Approaches

Genre is a type or a kind of reading text commonly found in writing. Reading text is one of the four skills that students must master in English. The various types of the text that students learn can help them to improve their skill. Such as narrative, recount, descriptive text and so on. A part from that, the teacher must be able to choose and analyze the right text so that can help the students develop reading and writing skills. The stages in analyzing text are as follows: register analysis, grammatical rhetorical analysis, interactional analysis and genre analysis. The approach used to teach the genre is an approach emphasizing understanding the text production such as grammar, objectives and language features. The characteristic in the genre based approach are language learning as social activity, explicit teaching and apprenticeship teaching. The pedagogical approaches to teach genre are multiple pedagogical approaches to genre, implicit genre pedagogies, explicit genre pedagogies, and interactive genre pedagogies. Besides that, we can use implicit and explicit method approaches in developing genres. Moreover, the benefits from reading genre analysis are the students can understand the content of the text as a whole, both in term of grammar, factions and so on.

scholarly journals Implicit and Explicit Second Language Training Recruit Common Neural Mechanisms for Syntactic Processing

2013 ◽  
Vol 25 (6) ◽  
pp. 936-951 ◽  
Author(s):  
Laura Batterink ◽  
Helen Neville
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Native Speakers ◽  
Explicit Instruction ◽  
Neural Mechanisms ◽  
L2 Acquisition ◽  
Behavioral Measures ◽  
Learning Conditions ◽  
Grammar Rules ◽  
Implicit And Explicit

In contrast to native language acquisition, adult second-language (L2) acquisition occurs under highly variable learning conditions. Although most adults acquire their L2 at least partially through explicit instruction, as in a classroom setting, many others acquire their L2 primarily through implicit exposure, as is typical of an immersion environment. Whether these differences in acquisition environment play a role in determining the neural mechanisms that are ultimately recruited to process L2 grammar has not been well characterized. This study investigated this issue by comparing the ERP response to novel L2 syntactic rules acquired under conditions of implicit exposure and explicit instruction, using a novel laboratory language-learning paradigm. Native speakers tested on these stimuli showed a biphasic response to syntactic violations, consisting of an earlier negativity followed by a later P600 effect. After merely an hour of training, both implicitly and explicitly trained learners who were capable of detecting grammatical violations also elicited P600 effects. In contrast, learners who were unable to discriminate between grammatically correct and incorrect sentences did not show significant P600 effects. The magnitude of the P600 effect was found to correlate with learners' behavioral proficiency. Behavioral measures revealed that successful learners from both the implicit and explicit groups gained explicit, verbalizable knowledge about the L2 grammar rules. Taken together, these results indicate that late, controlled mechanisms indexed by the P600 play a crucial role in processing a late-learned L2 grammar, regardless of training condition. These findings underscore the remarkable plasticity of later, attention-dependent processes and their importance in lifelong learning.

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