Book
Implicit and explicit knowledge in second language learning, testing and teaching
The implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners' language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition
დამატებითი ინფორმაცია
- ISBN: 978-1-84769-175-0
- ფიზიკური აღწერილობა: 391
- გამომცემლობა: UK Multilingual Matters 2009
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| მდებარეობა | ინვენტარის ნომერი / ასლის შენიშვნები | შტრიხკოდი | თაროზე განთავსების ადგილი | სტატუსი | დასაბრუნებელია |
|---|---|---|---|---|---|
| თამარ შიოშვილის ბიბლიოთეკა | IBSU 418.007 E-46 064 | IBSU100454064 | Stacks | Available | - |
| LDR | 01449nam a2200133Ia 45e0 | ||
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| 100 | 1 | . | ‡aEllis,R.;Loewen,S. Elder,C. Erlam,R. Philip,J. Reinders,H.; |
| 245 | 1 | 0. | ‡aImplicit and explicit knowledge in second language learning, testing and teaching |
| 260 | . | ‡c2009 ‡aUK ‡bMultilingual Matters | |
| 300 | . | ‡a391 | |
| 520 | . | ‡aThe implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners' language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition | |
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