Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge in SLA and Bilingualism

Over the last several decades, neuroscientists, cognitive psychologists, and psycholinguists have investigated the extent to which language learning is implicit, emerging largely independent of awareness, or explicit, requiring overt instruction and conscious learning strategies. This volume explores the implicit through explicit learning continuum in second language acquisition and development. It brings together theoretical, methodological, and new empirical perspectives, builds connections among them, and draws pedagogical implications when possible.
The section on theory examines the psychological and neurological processes of implicit and explicit learning, what aspects of language learning can be affected by explicit learning, and the effects of bilingualism on the mental processing of language. Rigorous empirical research investigations probe specific aspects of acquiring morphosyntax and phonology, including early input, production, feedback, age, and study abroad. A final section explores the rich insights provided into language processing by bilingualism, including such major areas as aging, third language acquisition, and language separation.