Implicit learning is a fundamental feature of human cognition. Many essential skills, including language comprehension and production, intuitive decision making, and social interaction, are largely dependent on implicit (unconscious) knowledge. Given its relevance, it is not surprising that the study of implicit learning plays a central role in the cognitive sciences. The present volume brings together eminent researchers from a variety of fields (e.g., cognitive psychology, linguistics, education, cognitive neuroscience, developmental psychology) in order to assess the progress made in the study of implicit and explicit learning, to critically evaluate key concepts and methodologies, and to determine future directions to take in this interdisciplinary enterprise. The eighteen chapters in this volume are written in an accessible and engaging fashion; together, they provide the reader with a comprehensive snapshot of the exciting current work on the implicit and explicit learning of languages.
1. Foreword; 2. List of contributors; 3. Introduction; 4. Introduction: Implicit and explicit learning of languages (by Rebuschat, Patrick); 5. Theoretical perspectives; 6. Implicit AND explicit language learning: Their dynamic interface and complexity (by Ellis, Nick C.); 7. Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning: The virtues and pitfalls of a two-system view (by Hulstijn, Jan H.); 8. Implicit learning in SLA: Of processes and products (by Leow, Ronald P.); 9. Semantic implicit learning (by Paciorek, Albertyna); 10. What does current generative theory have to say about the explicit-implicit debate? (by VanPatten, Bill); 11. Explicit knowledge about language in L2 learning: A usage-based perspective (by Roehr-Brackin, Karen); 12. The learnability of language: Insights from the implicit learning literature (by Perruchet, Pierre); 13. Tracking multiple inputs: The challenge of bilingual statistical learning (by Weiss, Daniel J.); 14. Implicit statistical learning and language acquisition: Experience-dependent constraints on learning (by Walk, Anne M.); 15. Implicit learning of non-adjacent dependencies: A graded, associative account (by Onnis, Luca); 16. Methodology; 17. Artificial grammar learning: An introduction to key issues and debates (by Ziori, Eleni); 18. Challenges in implicit learning research: Validating a novel artificial language (by Rogers, John); 19. Effects of conditions on L2 development: Moving beyond accuracy (by Sanz, Cristina); 20. Investigating implicit and explicit processing using L2 learners' eye-movement data (by Godfroid, Aline); 21. Contributions of event-related potential research to issues in explicit and implicit second language acquisition (by Morgan-Short, Kara); 22. Practical applications: The case of instructed SLA; 23. Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching (by Kachinske, Ilina); 24. Form-focused instruction and the measurement of implicit and explicit L2 knowledge (by Ellis, Rod); 25. Implicit and explicit instruction in L2 learning: Norris & Ortega (2000) revisited and updated (by Goo, Jaemyung); 26. Index