Implicit and Explicit Language Learning

242 Pages·01.121 MB·

by  Cristina Sanz, Ronald P. Leow

Implicit and Explicit Language Learning
Georgetown University Round Table on Languages and Linguistics Series
Selected Titles
Crosslinguistic Research in Syntax and Semantics: Negation Tense and
Clausal Architecture
RAFFAELLA ZANUTTINI, HÉCTOR CAMPOS, ELENA HERBURGER,
PAUL H. PORTNER, EDITORS
Discourse and Technology: Multimodal Discourse Analysis
PHILIP LEVINE AND RON SCOLLON, EDITORS
Educating for Advanced Foreign Language Capacities
HEIDI BYRNES, HEATHER D. WEGER-GUNTHARP, KATHERINE SPRANG, EDITORS
Language in Our Time: Bilingual Education and Official English, Ebonics
and Standard English, Immigration and Unz Initiative
JAMES E. ALATIS AND AI-HUI TAN, EDITORS
Language in Use: Cognitive and Discourse Perspectives on Language and
Language Learning
ANDREA E. TYLER, MARI TAKADA, YIYOUNG KIM, AND
DIANA MARINOVA, EDITORS
Linguistics, Language, and the Professions: Education, Journalism, Law,
Medicine, and Technology
JAMES E. ALATIS, HEIDI E. HAMILTON, AND AI-HUI TAN, EDITORS
Linguistics, Language, and the Real World: Discourse and Beyond
DEBORAH TANNEN AND JAMES E. ALATIS, EDITORS
Little Words: Their History, Phonology, Syntax, Semantics, Pragmatics,
and Acquisition
RONALD P. LEOW, HÉCTOR CAMPOS, AND DONNA LARDIERE, EDITORS
Telling Stories: Language, Narrative, and Social Life
DEBORAH SCHIFFRIN, ANNA DE FINA, AND ANASTASIA NYLUND, EDITORS
IMPLICIT AND EXPLICIT
LANGUAGE LEARNING
Conditions, Processes, and Knowledge
in SLA and Bilingualism
Cristina Sanz and Ronald P. Leow, Editors
GEORGETOWN UNIVERSITY PRESS
Washington, DC
© 2011 Georgetown University Press. All rights reserved. No part of this book may be
reproduced or utilized in any form or by any means, electronic or mechanical, including
photocopying and recording, or by any information storage and retrieval system, without
permission in writing from the publisher.
Library of Congress Cataloging-in-Publication Data
Implicit and explicit language learning: conditions, processes, and knowledge in sla and
bilingualism / Cristina Sanz & Ronald P. Leow, editors.
p. cm. — (Georgetown University round table on languages and linguistics series)
Includes bibliographical references and index.
ISBN 978-1-58901-729-0 (pbk. : alk. paper)
1. Second language acquisition—Study and teaching. 2. Bilingualism. 3. Language and
languages—Study and teaching. I. Sanz, Cristina. II. Leow, Ronald P. (Ronald Philip), 1954-
P118.2.I48 2010
418.0071—dc22 2010036730
(cid:2)(cid:2)This book is printed on acid-free paper meeting the requirements of the American National
Standard for Permanence in Paper for Printed Library Materials.
15 14 13 12 11 9 8 7 6 5 4 3 2
First printing
Printed in the United States of America
Contents
List of Illustrations vii
Acknowledgments xi
1. Introduction 1
Cristina Sanz and Ronald P. Leow, Georgetown University
PART I: THEORY
2. Stubborn Syntax: How It Resists Explicit Teaching and Learning 9
Bill VanPatten, Texas Tech University
3. An Epitaph for Grammar: An Abridged History 23
Arthur S. Reber, University of British Columbia
4. Implicit and Explicit SLA and Their Interface 35
Nick C. Ellis, University of Michigan
5. How Analysis and Control Lead to Advantages and Disadvantages
in Bilingual Processing 49
Ellen Bialystok, York University
PART II: METHODOLOGICAL ISSUES AND EMPIRICAL
RESEARCH ON AWARENESS, PEDAGOGICAL
CONTEXTS, AND INDIVIDUAL DIFFERENCES IN SLA
6. Getting a Grip on the Slippery Construct of Awareness: Toward
a Finer-Grained Methodological Perspective 61
Ronald P. Leow, Ellen Johnson, and Germán Zárate-Sández,
Georgetown University
7. Aging, Pedagogical Conditions, and Differential Success in SLA:
An Empirical Study 73
Alison E. Lenet and Cristina Sanz, Georgetown University; Beatriz Lado,
University of San Diego; James H. Howard Jr., The Catholic University of
America and Georgetown University Medical Center; and Darlene V. Howard,
Georgetown University
8. Effects of Feedback Timing in SLA: A Computer-Assisted Study
on the Spanish Subjunctive 85
Florencia Henshaw, University of Illinois at Urbana–Champaign
vi Contents
9. Working Memory Predicts the Acquisition of Explicit L2 Knowledge 101
Jared A. Linck and Daniel J. Weiss,
The Pennsylvania State University
10. The Effects of Formal Instruction and Study Abroad Contexts
on Foreign Language Development: The SALA Project 115
Carmen Pérez-Vidal, Universitat Pompeu Fabra; Maria Juan-Garau,
University of the Balearic Islands; and Joan C. Mora, Universitat de Barcelona
11. Input Processing Principles: A Contribution from First-Exposure Data 129
Rebekah Rast, The American University of Paris
PART III: EMPIRICAL RESEARCH ON L2 PHONOLOGY
12. What Is Implicit and What Is Explicit in L2 Speech? Findings
from an Oral Corpus 145
Heather E. Hilton, Université Paris 8
13. Explicit Training and Implicit Learning of L2 Phonemic Contrasts 159
Fred R. Eckman, University of Wisconsin–Milwaukee; Gregory K. Iverson,
University of Wisconsin–Milwaukee and University of Maryland Center for
Advanced Study of Language; Robert Allen Fox and Ewa Jacewicz, The Ohio
State University; and Sue Ann Lee, Texas Tech University
PART IV: EMPIRICAL STUDIES ON KEY ISSUES IN
BILINGUALISM: AGING, THIRD LANGUAGE
ACQUISITION, AND LANGUAGE SEPARATION
14. English Speakers’ Perception of Spanish Vowels: Evidence
for Multiple-Category Assimilation 177
Leslie S. Gordon, The University of Georgia
15. Early Phonological Acquisition in a Set of English–Spanish
Bilingual Twins 195
David Ingram and Virginia Dubasik, Arizona State University; Juana Liceras,
University of Ottawa; and Raquel Fernández Fuertes, University of Valladolid
16. Language Learning Strategies in Adult L3 Acquisition: Relationship
between L3 Development, Strategy Use, L2 Levels, and Gender 207
Hui-Ju Lin, Georgetown University
17. Effects of Bilingualism on Inhibitory Control in Elderly
Brazilian Bilinguals 219
Ingrid Finger, Johanna Dagort Billig, and Ana Paula Scholl, Federal University
of Rio Grande do Sul, Brazil
Illustrations
Figures
5.1 Similarity between Lexical Retrieval Tasks and Nonverbal
Control Tasks 53
6.1 The Stages of the Role of Awareness in Relation to the Acquisitional
Process in SLA Research 62
6.2 A Finer-Grained Methodological Perspective of Awareness 63
7.1a–f Mean Number of Correct Performances of the Older Adults
on the Four Grammar Tests 78
7.2a–e Mean Number of Correct Performances of the Younger Group
on the Four Grammar Tests 80
7.3 Composite Measure of Participants without Previous Latin
Experience for Both Age and Treatment Groups 81
8.1 Group Mean Scores: Recognition of Old Exemplars 95
8.2 Group Mean Scores on Recognition and Interpretation
of New Exemplars 96
8.3 Group Mean Scores: Interpretation of Old Exemplars 96
9.1 Regression Lines for Working Memory Predicting L2 Proficiency
at Test and Retest, Based on the Repeated Measures Regression
Analysis 109
11.1 Words NOT Repeated Relative to Word Stress 133
11.2 Words Translated Correctly Relative to Word Stress 134
11.3 Words NOT Repeated Relative to Word Length 135
11.4 Words Translated Correctly Relative to Word Length 135
11.5 Words NOT Repeated Relative to Position in Sentence 136
11.6 Words Translated Correctly Relative to Position in Sentence 137
13.1 Computer Screen Display for Baseline for Eliciting the Baseline
Production of the Derived-Environment Word, “Kissing” 166
13.2 Computer Screen Display Used in the Perception Task
for the /p/–/f/ Contrast 167
13.3 Results for the L2 Subjects on the Production of the /p/–/f/
Contrast on the Pretest and Posttest in Basic and Derived
Environments 168
13.4 Results for the Production of the /s/–/sˇ/ Contrast by the L2 Subjects
That Lacked the Contrast in Both Basic and Derived Environments
on both the Pretest and the Posttest 169
viii Illustrations
13.5 Results for the Production of the /s/–/sˇ/ Contrast by the L2 Subjects
That Exhibited the Contrast in Both Basic and Derived Environments
on Both the Pretest and the Posttest 170
13.6 Results for the Production of the /s/–/sˇ/ Contrast by the L2 Subjects
That Evidenced the Contrast in the Basic Environment but Not
in the Derived Environment on Either the Pretest or the Posttest 170
14.1 The American English Vowel Inventory 180
14.2 The Spanish Vowel Inventory 181
14.3 Listener Assimilation of L2 Spanish Vowels to “Similar” L1
English Vowels 185
Tables
6.1 Selected Review of the What,theWhere,and the Howof Non-SLA
Studies on Awareness 64
6.2 Selected Review of the What,theWhere,and the Howof SLA
Studies on Awareness 68
7.1 Experiment Procedures 76
8.1 Descriptive Statistics for All Groups and Tests: Mean Scores (SD) 94
9.1 Descriptive Statistics for the Predictor and Criterion Measures 106
9.2 Model Parameters from Repeated Measures Regression Analysis
of L2 Proficiency Data 108
10.1 Mean Error Rates for E/T-Unit and E/C Measures in NS
and NNS Data 121
10.2 Mean Written Scores in Fluency, Accuracy, and Complexity 122
10.3 Mean Percent Correct Discrimination (SD in parentheses)
in the AXB Discrimination Task 123
10.4 Normalized Mean Vowel Height (B1–B01) and Frontness (B2–B12)
Frequencies in Barks and Duration (in ms) at T1, T2, and T3 124
12.1 Production and Fluency Findings in PAROLE 149
13.1 Results of Perception for Subjects on /p/–/f/ 169
13.2 Results for Perception for Subjects on /s/–/sˇ/ 171
14.1 Perceptual Condition 1: Front Vowel L2 →L1 Mapping 184
14.2 Percentage of Listener Assimilation of L2 Spanish Vowels /e/
and /i/ to English Lax Vowels /ε/ and /i/ When NotAssimilated
to English Tense Vowels /e/ and /i/ 186
14.3 Perceptual Condition 2: Spanish Vowel Perception 187
15.1 Phonological Analyses for Leo and Simon in English and Spanish 200
15.2 Results of Independent and Relational Analyses 200
15.3 Similarities within Languages (Leo’s English vs. Simon’s English
and Leo’s Spanish vs. Simon’s Spanish) 201
Illustrations ix
15.4 Similarities between Languages (Leo’s English vs. Leo’s Spanish and
Simon’s English vs. Simon’s Spanish) 202
16.1 Average Scores of the L3 Language Tests by All the Participants 212
16.2 Average Frequency of Strategy Use Reported by L2 Levels
and Both Sexes 213
17.1 Mean Background Measures (and Standard Deviations)
by Language Group 224
17.2 Mean Accuracy and Reaction Time (RT; in Milliseconds)
by Language Group in the Simon Arrows Task 225
17.3 Mean Accuracy and Reaction Time (RT; in Milliseconds)
by Language Group in the Simon Squares Task 225
17.4 Mean Accuracy and Reaction Time (RT; in Milliseconds)
by Language Group in the Stroop Color Task 225