Implicit and Explicit Grammar
An Empirical Study
Bibliographic Data
| ID | 22872369 |
|---|---|
| Authors | P S Green (University of York), K Hecht (0000-0002-3773-488X) |
| Year | 1992 |
| Volume | 13 |
| Issue | 2 |
| Pages | 168-184 |
| Publication date | 1992-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0142-6001 • E-ISSN: 1477-450X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/applin/13.2.168 |
| OpenAlex | W2147625675 |
| Language | EN |
| Citations received | 46 |
| References cited | 4 |
Foreign language learners are commonly taught explicit rules of grammar, but often fail to apply them when confronted with communicative tasks. How well ha ve they learnt the rules? Do they recognize where they are to be applied? A re they better at some rules than others? Above all, how is getting the language right related to explicit rule knowledge? Twelve errors commonly committed by German pupils performing com-municative tasks in English were put before 300 German learners of English at different levels. They were asked to state the rules they believed had been trans-gressed and to correct the errors. A peer group of 50 native speakers of English was given the same test. The learners' ability to state relevant rules and supply appropriate corrections for the errors is examined with reference to some of the assumptions and expectations that lie behind explicit grammar teaching.
Applied linguistics · Grammar · Linguistics · Philosophy · Psychology · Second Language Learning and Teaching
Implicit Learning in Second Language Acquisition
The Role of Intuition in the Acquisition of Complex Structures
An Investigation Into the Gap Between Korean University Students’ Grammatical Awareness and Perception
Do They Know What They're Doing? L2 Learners' Awareness of L1 Influence
Research on language learning and teaching
Morphological insensitivity in second language processing
Current Issues in the Teaching of Grammar
Focus on Form Through Interaction Enhancement
Explicit Knowledge and Grammar Explanation in Second Language Instruction
Explicit Knowledge and Grammar Explanation in Second Language Instruction
Explicit knowledge about language in L2 learning
Measuring Implicit and Explicit Knowledge of a Second Language
Implicit and Explicit Learning
Learning Simple and Complex Second Language Rules Under Implicit, Incidental, Rule-Search, and Instructed Conditions
Learning Second Language Grammar Rules
Explicit and Implicit Learning
Metalinguistic Knowledge and Language Ability in University-Level L2 Learners
The editing talk of adult ESL learners
What Does Explicit Knowledge Look Like? An Analysis of Information Structure in Rule Formation by L2 Learners and Its Relationship With Guided Inductive Learning
Linguistic and metalinguistic categories in second language learning
The effectiveness of two form‐focused tasks in advanced EFL pedagogy
Metalinguistic knowledge, metalanguage, and their relationship in L2 learners
Rule difficulty
Metatalk in a Pair Work Activity
Consciousness in second language acquisition
The His / Her Challenge
Perceived and actual levels of knowledge about language amongst primary and secondary student teachers
Metalinguistic knowledge, metalingual knowledge, and proficiency in L2 Spanish
Defining grammatical difficulty
Word-monitoring reaction time as a measure of implicit and explicit abstract phonological knowledge
Language awareness of German pupils
Metalinguistic Knowledge in L2 Task Performance
Grammar instruction in language development
Awareness of L1/L2 differences
Réflexions métasyntaxiques formulées par des élèves de 6 e année apprenant l'anglais langue seconde
The status of metalinguistic knowledge in instructed adult L2 learning
Implicit and explicit processes in phonological concept learning
Form-Focussed Instruction and Second Language Acquisition
Research on language learning and teaching
Measuring Metasyntactic Abilities
The Effectiveness of Computer‐Assisted Metalinguistic Instruction
Metalinguistic Knowledge of Salient vs. Unsalient Features
A Study of Consciousness‐Raising by Computer
The Definition and Measurement of L2 Explicit Knowledge
Measuring Implicit and Explicit Knowledge in Second Language Research
The Case Against Grammar Correction in L2 Writing Classes
| Unique citing works | 46 |
|---|---|
| Citations per year | 1.39 |
| Citation span | 1993 - 2026 (34) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 38 |