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AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE
  • N. Ellis
  • Psychology
  • Studies in Second Language Acquisition
  • 1 June 2005
This paper considers how implicit and explicit knowledge are dissociable but cooperative. It reviews various psychological and neurobiological processes by which explicit knowledge of form-meaningExpand
Frequency effects in language acquisition: A review with implications for theories of implicit and explicit language acquisition. (Target article)
  • N. Ellis
  • Computer Science, Psychology
  • 1 June 2002
TLDR
This article shows how language processing is intimately tuned to input frequency in the processing of phonology, phonotactics, reading, spelling, lexis, morphosyntax, formulaic language, language comprehension, grammaticality, sentence production, and syntax. Expand
Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning
If first language is rational in the sense that acquisition produces an end-state model of language that is a proper reflection of input and that optimally prepares speakers for comprehension andExpand
The specificity of autobiographical memory and imageability of the future
TLDR
It is suggested that the association between memory retrieval and future imaging arises because the intermediate descriptions used in searching autobiographical memory are also used to generate images of possible events in the future. Expand
Sequencing in SLA: Phonological Memory, Chunking and Points of Order.
TLDR
It is demonstrated that SLA of lexis, idiom, collocation, and grammar are all determined by individual differences in learners' ability to remember simple verbal strings in order. Expand
An Academic Formulas List: New Methods in Phraseology Research
This research creates an empirically derived, pedagogically useful list of formulaic sequences for academic speech and writing, comparable with the Academic Word List (Coxhead 2000), called theExpand
Constructions, Chunking, and Connectionism: The Emergence of Second Language Structure
TLDR
There are normative descriptions of stages of L2 proficiency that were drawn up in as atheoretical way as possible by the American Council on the Teaching of Foreign Languages (ACTFL) (Higgs, 1984) and there are several relevant case studies of child SLA. Expand
Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge
Abstract This paper reports a study of implicit and explicit learning of second language (L2) grammatical forms, the “soft”-mutations of Welsh. “Random” learners saw randomly ordered instances.Expand
Memory for language
TLDR
The central executive, or supervisory attentional system (SAS) , regulates information flow within WM, allocates attention to particular input modalities or LTM systems, activates or inhibits whole sequences of activities guided by schemata or scripts, and resolves potential conflicts between ongoing schema-controlled activities. Expand
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