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A short history of SLA: Where have we come from and where are we going?
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The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study
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The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study ...
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The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study ...
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The Social Lives of Adolescent Study Abroad Learners and Their L2 Development
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Input-based tasks for beginner-level learners: An approximate replication and extension of Erlam & Ellis (2018)
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The measurement of implicit and explicit knowledge
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Abstract:
© 2018, © 2018 Association for Language Learning. This article presents a review of research that has investigated ways of measuring implicit and explicit knowledge of a second language (L2), focusing on grammar. It begins by defining implicit and explicit knowledge in terms of a distinguishing set of criteria. Two ways of investigating implicit knowledge are discussed–through experimental studies of implicit learning and by means of factor-analytic studies. This provides the basis for a taxonomy of tests designed to provide separate measures of the two types of knowledge. Proposals for oral production tests, comprehension tests, judgements tests, tests of metalinguistic knowledge and tests derived from psycholinguistic research are examined and critiqued. The article concludes by suggesting there is a need for tests of L2 pragmatic knowledge to complement those available for grammar and offers a number of suggestions for the design of such tests.
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URL: https://doi.org/10.1080/09571736.2018.1504229 http://hdl.handle.net/20.500.11937/72022
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Effects of computer-assisted glosses on EFL learners’ vocabulary acquisition and reading comprehension in three learning conditions
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Position paper: Moving task-based language teaching forward
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The Effects of the Timing of Corrective Feedback on the Acquisition of a New Linguistic Structure
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Task-Based Versus Task-Supported Language Instruction: An Experimental Study
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The Effects of Inference-Training and Text Repetition on Chinese Learners' Incidental Vocabulary Acquisition While Listening
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Orders and Sequences in the Acquisition of L2 Morphosyntax, 40 Years On: An Introduction to the Special Issue
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Understanding Second Language Acquisition 2nd Edition - Oxford Applied Linguistics
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The importance of focus on form in communicative language teaching
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