Explicit Knowledge and Grammar Explanation in Second Language Instruction
Bibliographic Data
| ID | 23752527 |
|---|---|
| Authors | Rosemary Erlam (0000-0001-8736-463X, corresponding author) |
| Year | 2012 |
| Publication date | 2012-11-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | CHAPTER |
| Venue | Encyclopedia of Applied Linguistics (SOURCE_BOOK) |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/9781405198431.wbeal0404 |
| OpenAlex | W4240696141 |
| ISBN | 9781405198431 |
| Language | EN |
| References cited | 12 |
Explicit knowledge is knowledge that a learner has about a language and that he or she is conscious of and able to report in some way (Ellis, 2008).
Grammar · Linguistics · Natural language processing · Computer Science · EFL/ESL Teaching and Learning · Philosophy · Second Language Acquisition and Learning · Second Language Learning and Teaching
Processing Instruction
Explanation versus Structured Input in Processing Instruction
Implicit and Explicit Grammar
The Role of Consciousness in Second Language Learning1
Current Issues in the Teaching of Grammar
Form‐Focused Instruction
The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom
An Exploration of L2 Teachers' Use of Pedagogical Interventions Devised to Draw L2 Learners' Attention to Form
Effectiveness of L2 Instruction
| Citation velocity | historical |
|---|---|
| Highly cited | No |