Age, ability, and awareness in implicit and explicit second language learning
نویسندگان
چکیده
منابع مشابه
Age, ability, and awareness in implicit and explicit second language learning
Introduction The idea that children learn languages implicitly, whereas adults must consciously use explicit strategies to learn a second language (L2), is common in second language acquisition (Ellis, 2005; DeKeyser & Larson-Hall, 2005). Implicit vs. explicit learning processes have been used to explain greater variation in outcomes for adult L2 learners than for child L2 learners. Existing li...
متن کاملConcept Revision of Age, Motivation, and Error Correction in Second Language Learning
The current review article investigates some variables contributing to English language teaching and learning. Three factors of age, motivation and error correction have been of importance in English language curricula in language centres. Some studies have been conducted to investigate various effects of these three components on English language acquisition, those studies, however, may lack d...
متن کاملImplicit vs. Explicit Second Language Instruction: Concept and Paradigm
The communicative approach in foreign language instruction arguably is supposed to approximate a real-world setting to certain extent; but, it all too often falls short of providing a realistic context for the language to be used in all its possible variations. The fact that languages are dynamic and change is rarely recognized outside of the classroom due to the static nature of texts and pre-...
متن کاملLanguage adaptation and learning: Getting explicit about implicit learning
Linguistic adaptation is a phenomenon where language representations change in response to linguistic input. Adaptation can occur on multiple linguistic levels such as phonology (tuning of phonotactic constraints), words (repetition priming), and syntax (structural priming). The persistent nature of these adaptations suggests that they may be a form of implicit learning and connectionist models...
متن کاملassessing metacognitive awareness and learning strategies as positive predictors in promoting l2 learners’ reading comprehension
the purpose of this thesis was to investigate how differently metacognitive, cognitive, and social/affective strategies affect l2 learners’ reading comprehension. to this end, the study employed a quasi-experimental design with a placement test as a proficiency test to find the homogeneity of groups. three classes were randomly selected as the experimental groups (n =90), and each class was tau...
ذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: LSA Annual Meeting Extended Abstracts
سال: 2013
ISSN: 2377-3367
DOI: 10.3765/exabs.v0i0.771