Publishing Partner: Cambridge University Press CUP Extra Publisher Login
amazon logo
More Info

New from Oxford University Press!


It's Been Said Before

By Orin Hargraves

It's Been Said Before "examines why certain phrases become clichés and why they should be avoided -- or why they still have life left in them."

New from Cambridge University Press!


Sounds Fascinating

By J. C. Wells

How do you pronounce biopic, synod, and Breughel? - and why? Do our cake and archaic sound the same? Where does the stress go in stalagmite? What's odd about the word epergne? As a finale, the author writes a letter to his 16-year-old self.

Academic Paper

Title: Theoretical and empirical issues in the study of implicit and explicit learning
Author: Jan H. Hulstijn
Email: click here TO access email
Institution: University of Amsterdam
Linguistic Field: Language Acquisition
Abstract: There are good theoretical and educational reasons to place matters
of implicit and explicit learning high on the agenda for SLA research.
As for theoretical motivations, perhaps the most central issue in SLA
theory construction in need of explanation is the differential success
in one's first language (L1) and in one's second language
(L2). Although acquisition of an L1 results in full mastery of the
language (provided that children are exposed to sufficient quantities
of input and do not suffer from mental disabilities), learners of an
L2—even after many years of L2 exposure—differ widely in
level of attainment. How can we explain universal success in the case
of L1 acquisition and differential success in the case of L2
acquisition? Among the many explanations that have been proposed,
including brain maturation and brain adaptation processes (critical
period), access to Universal Grammar, L1 interference, and
sociopsychological factors (see Hyltenstam & Abrahamsson, 2003, for
a review), one finds explanations that involve the notions of implicit
and explicit learning. Scholars working in different disciplines, in
different theoretical schools, and sometimes using different
terminology have argued that L1 acquisition (or at least the
acquisition of L1 grammar) relies principally on processes of what we
might now call implicit learning, whereas the acquisition of an L2
often relies on both implicit and explicit learning (Bley-Vroman, 1991;
DeKeyser, 2003; N. Ellis, this issue; R. Ellis, 2004; Krashen, 1981;
Reber & Allen, 2000).


This article appears IN Studies in Second Language Acquisition Vol. 27, Issue 2.

Return to TOC.

Add a new paper
Return to Academic Papers main page
Return to Directory of Linguists main page