Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching

Produced by a six-person team of linguistics researchers from the U. of Auckland, U. of Melbourne, Michigan State U., and the U. of Groningen, this text originated in a 2002-2005 research project funded by the Royal Society of New Zealand to explore implicit and explicit second language (L2) knowledge. Coverage includes an introductory discussion of the concepts of implicit/explicit learning, knowledge and instruction; results of research designed to develop tests of implicit and explicit knowledge; studies examining the application of the tests in various applied ways, including the role played by implicit and explicit L2 knowledge in language proficiency; the effect of form-focused instruction on the acquisition of L2 explicit and implicit grammatical knowledge; and how the tests could be further developed and applied in L2 acquisition research. For upper-level undergraduate and graduate students, researchers, and academics. Annotation c2009 Book News, Inc., Portland, OR (booknews.com)

Rod Ellis is Professor of Applied Language Studies in the University of Auckland and a visiting Professor at Shanghai International Studies University. His publications includes articles and books on second language acquisition, language teaching and teacher education. His most recent is The Study of Second Language Acquisition 2nd Edition (Oxford University Press, 2008). He is also editor of the journal Language Teaching Research.
Shawn Loewen is an assistant professor in the Second Language Studies program at Michigan State University. He specializes in second language acquisition and L2 classroom interaction. His recent research has investigated the occurrence and effectiveness of incidental focus on form in a variety of L2 contexts.
Catherine Elder is Associate Professor in the School of Languages and Linguistics and Director of the Language Testing Research Centre at the University of Melbourne. She is coeditor (with Glenn Fulcher) of the journal Language Testing. She is author with Alan Davies et. al. of the Dictionary of Language Testing and co-editor of Experimenting with Uncertainty (CUP: 2001) Handbook of Applied Linguistics (Blackwell, 2004).
Rosemary Erlam is lecturer in the Department of Applied Language Studies and Linguistics at the University of Auckland. She comes to Applied Linguistics from backgrounds in Speech-Language Therapy and French teaching. Her research interests include teacher education, form-focused instruction and issues pertinent to the New Zealand educational context.
Jenefer Philp is a lecturer at the University of Auckland. Her experimental and classroom based research centers on the role of interaction in second language development by adults and children She has recently co-edited a book titled Second language acquisition and the younger learner: Child?s play?, published by John Benjamins.
Hayo Reinders (www.hayo.nl) is Editor of Innovation in Language Learning and Teaching. He was previously Director of the English Language Self-Access Centre and Visiting Professor at Meiji University in Tokyo. His research interests are in the areas of computer-assisted language learning and learner autonomy.