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

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, 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.

Rod Ellis is Professor of Applied Language Studies in the University of Auckland and researches second language acquisition, language teaching and teacher education. Shawn Loewen is an assistant professor in the Second Language Studies program at Michigan State University and specializes in second language acquisition and L2 classroom interaction. Catherine Elder is Associate Professor in the School of Languages and Linguistics and Director of the Language Testing Research Centre at the University of Melbourne. Rosemary Erlam is lecturer in the Department of Applied Language Studies and Linguistics at the University of Auckland. Jenefer Philp is a lecturer at the University of Auckland and her research centers on the role of interaction in second language development by adults and children. Hayo Reinders is Editor of Innovation in Language Learning and Teaching and he was previously Director of the English Language Self-Access Centre at Meiji University in Tokyo.