Individual Differences and the Fundamental Similarity of Implicit and Explicit Adult Second Language Learning
Bibliographic Data
| ID | 4501801 |
|---|---|
| Authors | Peter Robinson (0000-0003-2833-8030, Aoyama Gakuin University, corresponding author) |
| Year | 1997 |
| Volume | 47 |
| Issue | 1 |
| Pages | 45-99 |
| Publication date | 1997-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/0023-8333.21997002 |
| OpenAlex | W2032590636 |
| Language | EN |
| Citations received | 49 |
This study examines evidence for the claims of Krashen (1981, 1985) and Reber (1989, 1993; Reber, Walkenfield & Hernstadt, 1991) that unconscious learning under Implicit and Incidental conditions is insensitive to measures of individual differences in cognitive abilities, in contrast to learning under conscious Rule-search and Instructed conditions. I assessed individual differences between 104 learners of English as a second language using two subtests of the Modern Language Aptitude Test (Carroll & Sapon, 1959). Following the participants' exposure to sentences illustrating easy and hard second language rules during training, I assessed their learning through a grammaticality judgment test. I assessed rule awareness on the basis of responses to a debriefing questionnaire which asked if learners had noticed rules, were looking for rules, and could verbalize the rules. Only in the Incidental condition was the extent of learning and awareness unrelated to individual differences in aptitude. Awareness at the level of Noticing did not accompany superior learning in any condition, but at the level of Looking for Rules, awareness accompanied superior learning for Implicit learners. At the level of Ability to Verbalize, awareness accompanied superior learning for both Implicit and Rule-search learners
Cognition · Cognitive psychology · Implicit Learning · Language acquisition · Linguistics · Mathematics education · Psycholinguistics · Second-language acquisition · Similarity (geometry) · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
Sla and First Language Acquisition
Aptitude and Second Language Acquisition
Language aptitude and language awareness
Language Learning and Learner Psychology
The Cognitive Turn of Contrastive Analysis
Methodological considerations in studying awareness during learning
Pragmalinguistic Awareness
Aptitude in Second Language Acquisition
Aptitude in Second Language Acquisition
Form‐Focused Instruction
Constraints on “Noticing the Gap”
Explicitness, Intake, and the Issue of Awareness
Attention and Memory during SLA
One Size Fits All? Learning Conditions and Working Memory Capacity in Ab Initio Language Development
‘Co-constructing’ Explicit L2 Knowledge with High School Spanish Learners through Guided Induction
Language Aptitude in First Language Attrition
Non-Foreign-Accented Speech in Adult Second Language Learners
The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners
Cognitive Individual Differences in Multilingualism
The role of language aptitude probed within extensive instruction experience
Dynamic development of intuitions and explicit knowledge during implicit learning
Concurrent and retrospective verbal reports as tools to better understand the role of attention in second language tasks
Noticing in task performance and learning outcomes
Are certain types of instruction better for certain learners
Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing
The aptitude-treatment interaction effects on the learning of grammar rules
Interlanguage pragmatics in the zone of proximal development
The effectiveness of explicit attention to form in language learning
Does gender have an impact on the potential benefits learners may achieve in two contexts compared
Effects of Declarative and Procedural Memory in the Development of Grammatical Structures
‘It's vocabulary’/‘it's gender’
Learning Unacceptability
The Robustness of Aptitude Effects in Near-Native Second Language Acquisition
Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition
Consciousness in SLA
What Makes Learning Second‐Language Grammar Difficult? A Review of Issues
Language learning motivation through a small lens
Vocabulary knowledge in relation to memory and analysis
Investigating explicit and implicit L2 knowledge and learning
Effect of Explicit and Implicit Instruction on Free Written Response Task Performance
Interactions Between Type of Instruction and Type of Language Feature
Whole-Class Co-Construction in a High School Spanish Classroom
The effects of pragmatic consciousness-raising activity on the development of pragmatic awareness and use of hearsay evidential markers for learners of Japanese as a foreign language
Distinctions in the Acquisition of Vocabulary and Grammar
Concurrent Verbalizations, Pedagogical Conditions, and Reactivity
Individual Differences in Sequence Learning Ability and Second Language Acquisition in Early Childhood and Adulthood
Implicit Artificial Grammar and Incidental Natural Second Language Learning
Differential Effects of Attention
Phonological Memory and Rule Learning
| Unique citing works | 49 |
|---|---|
| Citations per year | 1.81 |
| Citation span | 1999 - 2026 (28) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 43 |