Table of Contents

Cover.
Contents.
Authors.
Preface.
Part 1 Introduction.
Chapter 1 Implicit and Explicit Learning, Knowledge and Instruction.
Part 2 The Measurement of Implicit and Explicit Knowledge.
Chapter 2 Measuring Implicit and Explicit Knowledge of a Second Language.
Chapter 3 The Elicited Oral Imitation Test as a Measure of Implicit Knowledge.
Chapter 4 Grammaticality Judgment Tests and the Measurement of Implicit and Explicit L2 Knowledge.
Chapter 5 Validating a Test of Metalinguistic Knowledge.
Part 3 Applying the Measures of Implicit and Explicit L2 Knowledge.
Chapter 6 Investigating Learning Difficulty in Terms of Implicit and Explicit Knowledge.
Chapter 7 Implicit and Explicit Knowledge of an L2 and Language Proficiency.
Chapter 8 Pathways to Proficiency: Learning Experiences and Attainment in Implicit and Explicit Knowledge of English as a Second Language.
Chapter 9 Exploring the Explicit Knowledge of TESOL Teacher Trainees: Implications for Focus on Form in the Classroom.
Part 4 Form-focused Instruction and the Acquisition of Implicit and Explicit Knowledge.
Chapter 10 The Roles of Output-based and Input-based Instruction in the Acquisition of L2 Implicit and Explicit Knowledge.
Chapter 11 The Incidental Acquisition of Third Person -s as Implicit and Explicit Knowledge.
Chapter 12 The Effects of Two Types of Input on Intake and the Acquisition of Implicit and Explicit Knowledge.
Chapter 13 Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar.
Part 5 Conclusion.
Chapter 14 Retrospect and Prospect.
Appendix.
References.
Index. Implicit/ explicit knowledge constitutes a key distinction in the study of second language acquisition. This book reports a project that investigated ways of measuring implicit/explicit L2 knowledge and the relationship between the two types of knowledge and language proficiency.