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

Rod Ellis is Professor of Applied Language Studies in the University of Auckland and a visiting Professor at Shanghai International Studies University. His publications includes articles and books on second language acquisition, language teaching and teacher education. His most recent is The Study of Second Language Acquisition 2nd Edition (Oxford University Press, 2008). He is also editor of the journal Language Teaching Research.Shawn Loewen is an assistant professor in the Second Language Studies program at Michigan State University. He specializes in second language acquisition and L2 classroom interaction. His recent research has investigated the occurrence and effectiveness of incidental focus on form in a variety of L2 contexts.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. She is coeditor (with Glenn Fulcher) of the journal Language Testing j. She is author with Alan Davies et. al. of the Dictionary of Language Testing and co-editor of Experimenting with Uncertainty (CUP: 2001) Handbook of Applied Linguistics (Blackwell, 2004).Hayo Reinders (www.hayo.nl) is Editor of Innovation in Language Learning and Teaching. He was previously Director of the English Language Self-Access Centre and Visiting Professor at Meiji University in Tokyo. His research interests are in the areas of computer-assisted language learning and learner autonomy.Rosemary Erlam is lecturer in the Department of Applied Language Studies and Linguistics at the University of Auckland. She comes to Applied Linguistics from backgrounds in Speech-Language Therapy and French teaching. Her research interests include teacher education, form-focused instruction and issues pertinent to the New Zealand educational context.Jenefer Philp is a lecturer at the University of Auckland. Her experimental and classroom based research centers on the role of interaction in second language development by adults and children She has recently co-edited a book titled Second language acquisition and the younger learner: Child’s play?, published by John Benjamins.

• Part 1: IntroductionChapter 1 Implicit and Explicit Learning, Knowledge and Instruction - Rod EllisPart 2: The Measurement of Implicit and Explicit KnowledgeChapter 2 Defining and Measuring Implicit and Explicit Knowledge of a Second Language - Rod EllisChapter 3 Elicited Oral Imitation as a Measure of Implicit Knowledge - Rosemary ErlamChapter 4 Grammaticality Judgement Tests and the Measurement of Implicit and Explicit L2 Knowledge - Shawn LoewenChapter 5 Validating a Metalinguistic Test - Catherine ElderPart 3: Applying the Measures of Implicit and Explicit KnowledgeChapter 6 Investigating Learning Difficulty as Implicit and Explicit Knowledge - Rod EllisChapter 7 Implicit and Explicit Knowledge of an L2 and Language Proficiency - Catherine ElderChapter 8 Pathways to Proficiency: Learning Experiences and Attainment in Implicit and Explicit Knowledge of English as a Second Language - Jenefer PhilpChapter 9 Exploring the Metalinguistic Knowledge of Teacher Trainees - Rosemary Erlam, Jenefer Philp and Catherine ElderPart 4: Form-focused Instruction and the Acquisition of Implicit and Explicit KnowledgeChapter 10 The Roles of Output-based and Input-based Instruction in the Acquisition of L2 Implicit and Explicit Knowledge - Rosemary Erlam, Shawn Loewen and Jenefer PhilpChapter 11 The Incidental Acquisition of 3rd Person –s as L2 Implicit and Explicit Knowledge - Shawn Loewen, Rosemary Erlam and Rod EllisChapter 12 The Effects of Two Types of Input on the Acquisition of L2 Implicit and Explicit Knowledge - Hayo Reinders and Rod EllisChapter 13 Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar - Rod Ellis, Shawn Loewen and Rosemary ErlamPart 5: ConclusionChapter 14 Retrospect and Prospect - Rod Ellis

The New Zealand research group has done a superb job of putting together in a coherent volume empirical studies on implicit and explicit L2 knowledge, a timely topic in SLA research. A full range of issues is covered including theory, definitions, measurement as well as the effects of instruction. Both novice and experienced researchers will finish reading this book with an excellent understanding of the central issues and with an excitement about the possibilities of doing research in this area. This book is a welcome addition to the growing body of studies on L2 knowledge types and will occupy an important place in university and private libraries.