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Patrick Rebuschat: Implicit and explicit knowledge in second language acquisition
Date: 29 February 2012 Time: 3.30-5.00 pm
Venue: Bowland North SR 22
The Second Language Learning and Teaching (SLLAT) research group are pleased to announce the following presentation:
Implicit and Explicit Knowledge in Second Language Acquisition
Patrick Rebuschat (Bangor University)
The process of implicit learning, essentially the ability to acquire unconscious knowledge, is one of the central topics in cognitive psychology. The term "implicit learning" was first employed by Arthur Reber (1967) to describe a process during which subjects acquire knowledge about a complex, rule-governed stimulus domain without intending to and without becoming aware of the knowledge they have acquired. In contrast, the term "explicit learning" is usually applied to learning scenarios in which subjects are instructed to actively look for patterns, i.e. learning is intentional, a process which tends to result conscious knowledge. Many essential skills, including language comprehension and production, social interaction, music perception, and intuitive decision making, are largely dependent on implicit knowledge.
In this talk, I will review a series of experiments that investigated the implicit and explicit learning of second language (L2) syntax. The experiments addressed questions such as the following: Is there implicit learning in the case of L2 acquisition? If so, how is this knowledge represented in the mind (rules, patterns, chunks...)? How do task instructions affect implicit and explicit L2 learning? Is there an implicit-explicit interface? And what is the role of individual differences (e.g. working memory capacity), in the implicit and explicit learning of languages?
Who can attend: Anyone
Organising departments and research centres: Linguistics and English Language
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