The DOI matches its Crossref record; 283 of the 283 references it cites were found in a registry or an index; 9 of the 110 sources its claims cite were checked for support.
AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE
Open accessAbstract
This paper considers how implicit and explicit knowledge are dissociable but cooperative. It reviews various psychological and neurobiological processes by which explicit knowledge of form-meaning associations impacts upon implicit language learning. The interface is dynamic: It happens transiently during conscious processing, but the influence upon implicit cognition endures thereafter. The primary conscious involvement in SLA is the explicit learning involved in the initial registration of pattern recognizers for constructions that are then tuned and integrated into the system by implicit learning during subsequent input processing. Neural systems in the prefrontal cortex involved in working memory provide attentional selection, perceptual integration, and the unification of consciousness. Neural systems in the hippocampus then bind these disparate cortical representations into unitary episodic representations. These are the mechanisms by which Schmidt's (1990) noticing helps solve Quine's (1960) problem of referential indeterminacy. Explicit memories can also guide the conscious building of novel linguistic utterances through processes of analogy. Formulas, slot-and-frame patterns, drills, and declarative pedagogical grammar rules all contribute to the conscious creation of utterances whose subsequent usage promotes implicit learning and proceduralization. Flawed output can prompt focused feedback by way of recasts that present learners with psycholinguistic data ready for explicit analysis. Other processes of acquisition from output include differentiation, analysis, and preemption. These processes of conscious construction in working memory underpin relationships between individual differences in working memory capacities and language learning aptitude.Thanks to Rod Ellis for first suggesting that I try to write this and to the staff and students at Department of Applied Language Studies and Linguistics University of Auckland (2003), the TESOL Program Temple University Japan (2003), the Chester Language Development Reading Group, and the LOT winter school (2004) for helping me think it through. I am particularly grateful to Michel Paradis, Michael Swan, Karen Roehr, Anne Feryok, and Tamar Keren-Portnoy for pointing their giant biological cameras of consciousness at a prior draft, and for sharing their awareness with me in kindly and constructive fashion. I have learned a lot from it.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
This theoretical article argues that explicit and implicit language knowledge are dissociable but dynamically interactive, with conscious attention and noticing seeding constructions that implicit learning later tunes. It synthesizes cognitive, neurobiological, and SLA evidence to propose multiple interface routes during input processing, output construction, feedback, and working memory.
Key findings
- Explicit and implicit knowledge rely on different memory systems, yet explicit processing can affect implicit learning when attention is focused on form-meaning connections; the interface occurs transiently in conscious processing but can have enduring effects.
- Meta-analytic evidence cited reports average effect sizes above 1.2 for 25 explicit form-focused treatments and above 1.0 for 69 explicit instructional treatments, with medium effects on free constructed production; output-practice studies averaged 1.39, and pushed-output interaction tasks showed d = 1.05 versus d = 0.61 for tasks without pushed output.
- The paper proposes that explicit learning initially registers pattern recognizers for constructions, which are then consolidated and tuned implicitly; working memory, prefrontal and hippocampal systems, and phonological rehearsal support noticing, binding, and later analysis.
- Low-salience, communicatively redundant L2 cues may be blocked or overshadowed by L1-tuned attention; explicit instruction, input processing, recasts, and output can raise their salience and promote implicit tallying.
Methods
- Theoretical review and synthesis, not an empirical study; no participants or new data are reported.
- Draws on prior cognitive psychology, neuroscience, SLA experiments, meta-analyses, and connectionist/usage-based accounts.
- Main analysis is conceptual: it integrates Global Workspace Theory, neural correlates of consciousness, complementary memory systems, and SLA interface hypotheses to outline mechanisms.
Limitations
- The paper does not present a formal limitations section. It states that more research is needed on explicit instruction using outcome measures focused on implicit knowledge and processing, and that there is too little work directly comparing working-memory models and components as predictors of SLA.
- Evident from the text: as a theoretical synthesis, many proposed mechanisms are not tested in a single new study; conclusions depend on cited findings and analogies, and some claims about neural mechanisms and interface are speculative.
- Also evident: the article relies heavily on selected examples and prior literature rather than systematic review procedures, so scope and generalizability are constrained.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
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Verification
Claims the paper makes
83 Own interpretation · 26 Sources not found · 20 No basis given · 18 Not checked yet · 12 No full text of the sources · 6 Couldn’t confirm · 1 Supported · 1 Supported so far · 1 Partly supported · accuracy not yet measured
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Implicit learning also forges serial associations, synthesizing collocations, larger formulas, and composite constructions by chunking together contiguous components, thus creating hierarchical organizational structures”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
What the sources say
- Supportedcites N+ Ellis, 1996 source
The section on implicit learning says attended language sequences are automatically chunked into long-term representations. CHUNKING IN SLA describes a hierarchy in which smaller collocations combine into higher-level chunks, supporting the claim’s account of larger formulas and constructions. Page numbers are unavailable in our copy. (LLM, conf=0.88)
- Not matchedcites Reber, 1993
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Stadler & Frensch, 1998
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“when automatic capabilities fail, there follows a call recruiting additional collaborative conscious support ~Baars & Franklin, 2003!”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
What the sources say
- Supportedcites Baars & Franklin, 2003! source
In “IDA’s cognitive cycle” (p. 4), the paper says that when no appropriate behavior stream exists, non-routine problem-solving is called into play. “Recruitment of resources” (p. 5) explains that an unexpected result can be brought to consciousness, prompting relevant behavior codelets to respond and help rectify the situation. This supports the claim as a paraphrase of the paper’s model. (LLM, conf=0.88)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
The cited sources that could be checked couldn’t confirm or dispute this claim.
In the paper
“the effectiveness of L2 instruction is durable+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
What the sources say
- Could not verifycites Norris and Ortega ~2000! sourceExperimental — accuracy not yet measured
The retrieved passages are labeled as sections of “Self-Monitoring and Self-Reflection in an English Blended Learning Environment,” rather than the cited Norris and Ortega paper. Searches for durable effects, delayed posttests, and long-term retention returned no passage establishing whether L2 instruction’s effects persist. The claim cannot be assessed from this indexed copy. (LLM, conf=0.76)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Could not verify
The cited sources that could be checked couldn’t confirm or dispute this claim.
In the paper
“the weight of the subsequent findings demonstrates that language acquisition can be speeded by explicit instruction+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
What the sources say
- Could not verifycites Norris and Ortega ~2000! sourceExperimental — accuracy not yet measured
The indexed copy's §4.2, “Scaffolding in a Blended learning environment,” discusses guided support for learners, not whether explicit instruction speeds language acquisition. Searches for accelerated acquisition and comparisons of explicit with implicit instruction returned passages from a text headed “Self-Monitoring and Self-Reflection in an English Blended Learning Environment,” rather than a decisive passage from the cited synthesis. The claim cannot be verified from this copy. (LLM, conf=0.73)
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Could not verify
The cited sources that could be checked couldn’t confirm or dispute this claim.
In the paper
“focused L2 instruction results in substantial target-oriented gains”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
What the sources say
- Could not verifycites Norris and Ortega ~2000! sourceExperimental — accuracy not yet measured
The indexed passages are headed “Self-Monitoring and Self-Reflection in an English Blended Learning Environment,” rather than the cited meta-analysis. The Instructional Design section describes a blended course but does not report substantial target-oriented gains from focused L2 instruction. Searches for the claim’s wording and meta-analytic findings returned no decisive passage, so the attribution cannot be checked against this copy. (LLM, conf=0.76)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Could not verify
The cited sources that could be checked couldn’t confirm or dispute this claim.
In the paper
“explicit types of instruction are more effective than implicit types”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
What the sources say
- Could not verifycites Norris and Ortega ~2000! sourceExperimental — accuracy not yet measured
The supplied passages, including §4.1 (Instructional design) and §4.2 (Scaffolding in a Blended Learning Environment), discuss blended learning rather than explicit versus implicit L2 instruction. Searches for the quoted comparison and a paraphrase found no passage addressing their relative effectiveness. The indexed text appears to be a different document, so it cannot verify the claim about Norris and Ortega’s paper. (LLM, conf=0.77)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Could not verify
The cited sources that could be checked couldn’t confirm or dispute this claim.
In the paper
“Norris and Ortega ~2000!summarized the results of six studies from before 1999 ~including DeKeyser &Sokalski, 1996, andSalaberry, 1997! that involved explicit focus on forms followed by output practice and that demonstrated a substantial average effect size of 1+39+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Output Processing and Its Effectiveness
What the sources say
- Could not verifycites Norris and Ortega, 2000 sourceExperimental — accuracy not yet measured
Split into 2 atoms — 0 confirmed, 0 partially supported, 0 disputed, 0 misattributed, 2 unverifiable. Expand the claim to see per-atom verdicts.
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Could not verify
The cited sources that could be checked couldn’t confirm or dispute this claim.
In the paper
“The balance of experimental findings supports the effectiveness for SLA of encouraging learners to produce output+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Output Processing and Its Effectiveness
What the sources say
- Could not verifycites Norris and Ortega, 2000 sourceExperimental — accuracy not yet measured
The indexed copy returned under this DOI contains passages headed “Self-Monitoring and Self-Reflection in an English Blended Learning Environment,” not the cited research synthesis. Searches for experimental findings on learner output and for the Norris–Ortega meta-analysis found no passage addressing the claim, so it cannot be assessed from our copy. (LLM, conf=0.76)
- Not checked — no full text of the sourcecites DeKeyser et al., 2002 source
- Not matchedcites Keck et al., in press
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Could not verify
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“This is not to say that connectionist models cannot learn abstract relations-quite the contrary ~Dienes, Altmann, & Gao, 1999;Elman, 1998;French & Cleeremans, 2002!+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
What the sources say
- Supportedcites Dienes et al., 1999 source
The General Discussion (page not provided) defines one sense of abstract knowledge as representing relations among input features, then says the connectionist model induced abstract knowledge. This supports the claim that connectionist models can learn abstract relations. (LLM, conf=0.92)
- Not matchedcites Elman, 1998
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites French & Cleeremans, 2002
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Flawed output can prompt focused feedback by way of recasts that present learners with psycholinguistic data”
- Also stated in: § 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING? · plain
“Flawed output can also prompt focused feedback by way of recasts that present learners with psycholinguistic data ready for explicit analysis+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
- Also stated in: § 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING? · plain
- Probably not a substantial claim. 51
- It may state two separate claims as one. 42
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Neural systems in the prefrontal cortex involved in working memory provide attentional selection, perceptual integration, and the unification of consciousness.”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Explicit learning of language occurs in our conscious efforts to negotiate meaning and construct communication+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The interface is dynamic: It happens transiently during conscious processing, but the influence upon implicit cognition endures thereafter.”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“an individual's linguistic competence emerges from the memories of the utterances in their history of language use and the abstraction of regularities within them+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Most knowledge is tacit knowledge; most learning is implicit; the vast majority of our cognitive processing is unconscious+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Constructions are symbolic: They specify the defining properties of morphological, syntactic, and lexical form and the semantic, pragmatic, and discourse functions that are associated with it+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Cognitive linguistic and functional theories of language contend that the basic units of language representation are constructions+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
What the sources say
- Not checked — no full text of the sourcecites Barlow & Kemmer, 2000
- Not checked — no full text of the sourcecites Bates & MacWhinney, 1981 source
- Not matchedcites Goldberg, 1995
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Usage-based theories of language acquisition hold that we learn constructions while using language, of engaging in communication”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Neural systems in the hippocampus then bind these disparate cortical representations into unitary episodic representations.”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This paper considers how implicit and explicit knowledge are dissociable but cooperative.”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“We learn language while using language+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“These are formfunction mappings, conventionalized in the speech community and entrenched as language knowledge in the learner's mind+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
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Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In unpredictable conditions, the capacity of consciousness to organize existing knowledge in new ways is indispensable+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Other processes of acquisition from output include differentiation, analysis, and preemption”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Implicit learning, operating throughout primary and secondary neocortical sensory and motor areas, collates the evidence of language, and the results of this tallying provide an optimal solution to the problem space of form-function mappings and their contextualized use+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Related exemplars thus work together in implicit memory, their likenesses harmonizing into an attractor state, and it is by these means that linguistic prototypes and categories emerge+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Learning is a dynamic process; it takes place during processing, as Hebb ~1949!, Craik and Lockhart ~1972!, Pienemann ~1998!, and O'Grady ~2003! have all reminded us from their different domains+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
What the sources say
- Not matchedcites Hebb ~1949!
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Craik and Lockhart ~1972! source
- Not matchedcites Pienemann ~1998!
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These implicit, habitual processes are highly adaptive in predictable situations+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“These are the mechanisms of Schmidt's ~1984, 1990Schmidt's ~1984, , 1993Schmidt's ~1984, , 2001! noticing hypothesis, which holds that the subjective experience of noticing is a necessary and sufficient condition for the conversion of input to intake in SLA+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Explicit Learning in the Consolidation of Linguistic Constructions
What the sources say
- Not matchedcites Schmidt, 1984
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Schmidt, 1990 source
- Not matchedcites Schmidt, 2001
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Conscious rehearsal in the phonological loop can provide data that evidences noncontiguous associations, discontinuous dependencies that-although out of the scope of implicit learning-can nevertheless be scrutinized and conjoined+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“psychological research was independently investigating the dissociations between implicit and explicit memory ~Schacter, 1987! and between implicit and explicit learning ~Reber, Kassin, Lewis, & Cantor, 1980!”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 2. THE NEUROBIOLOGICAL DYNAMICS OF CONSCIOUS AND UNCONSCIOUS LEARNING
What the sources say
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Paradis ~1994! was correct in stating that explicit knowledge does not become implicit knowledge, nor can it be converted to it+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
What the sources say
- Not matchedcites Paradis ~1994!
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The clear evidence of the dissociability of implicit and explicit knowledge systems led these analyses to focus upon the separability of implicit and explicit language learning and of implicit and explicit language knowledge”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 2. THE NEUROBIOLOGICAL DYNAMICS OF CONSCIOUS AND UNCONSCIOUS LEARNING
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The last 10 years have seen significant advances in our understanding of consciousness and its roles in learning and memory+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 2. THE NEUROBIOLOGICAL DYNAMICS OF CONSCIOUS AND UNCONSCIOUS LEARNING
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Whole formulas, originally explicitly learned as phonological wholes, can later be dissected into their component structural parts+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Additional support for the claim that the initial learning of a novel construction ordinarily involves focused attention on the meaning-form association and subsequent consolidation of an explicit memory comes both from amnesic deficit and from mnemonic success+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Explicit Memories of Linguistic Constructions
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Memorized expressions can provide negative evidence, constraining the hypothesis space from overly general grammars+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“The interface question has driven research in applied linguistics and SLA for the last 20 years”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 2. THE NEUROBIOLOGICAL DYNAMICS OF CONSCIOUS AND UNCONSCIOUS LEARNING
What the sources say
- Not matchedcites Bialystok, 1982
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Krashen, 1985
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites McLaughlin, 1987
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Explicit learning results in explicit memories+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“they involve different types of representation and are substantiated in separate parts of the brain”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
What the sources say
- Not matchedcites N+ Ellis, 1994c
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Schacter, 1987 source
- Not matchedcites Squire & Kandel, 1999
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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It may state two separate claims as one.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“In these ways, unconscious learning processes, which occur automatically during language usage, are necessary in developing the rationality of fluency”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
What the sources say
- Not matchedcites N+ Ellis, submitted
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Jurafsky, 1996
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites MacWhinney, 1987b source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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It may state two separate claims as one.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Once associated, the components stimulate each other, via these connections, in the spreading activation of the cognitive unconscious+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“The encoding of episodic memories is mediated by two principal components: a frontal-lobe component whose operations are strategic, organizational, and accessible to consciousness and voluntary control, and a modular medial temporal or hippocampal component whose operations are essentially automatic ~Gabrieli, 1998; Moscovitch, 1992!+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Explicit Memories of Linguistic Constructions
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Amnesia is not a failure to notice a novel conjunction; it is a failure to consolidate an explicit memory as a result of noticing+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Explicit Memories of Linguistic Constructions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The two complementary memory systems-the hippocampal system and the neocortical sensori-motor areas-allow the coexistence of instances and abstractions, thus solving the two basic knowledge functions of an organism that needs to be able to acquire both specifics ~”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Explicit Memories of Linguistic Constructions
What the sources say
- Not matchedcites McClelland, 1995
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites O'Reilly & Norman, 2002 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Formulas are used analogically in the production of novel constructions+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
In the paper
“Krashen ~1985! was correct to the extent that, as he termed it, acquisition and learning are different things; in psychological vernacular, explicit and implicit knowledge are distinct and dissociated”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
What the sources say
- Not matchedcites Krashen ~1985!
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“our implicit systems automatically process the input, allowing our conscious selves to concentrate on the meaning rather than the form+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“In fluency, both language processing and language tallying ~N+ Ellis, 2002a! are typically unconscious”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
What the sources say
- Not matchedcites N+ Ellis, 2002a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Neural systems in the prefrontal cortex involved in working memory, in the thalamus, and in the parietal cortex resonate in a neuronal synchrony required for perceptual integration and binding, buildup of coherent representations, attentional selection, awareness, and the unification of consciousness+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 1. HOW DOES EXPLICIT KNOWLEDGE AFFECT IMPLICIT LANGUAGE LEARNING?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“Baars outlined nine separate such functions of consciousness, all of which involve working memory as the theater of consciousness+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 5. WORKING MEMORY IN LANGUAGE ACQUISITION
What the sources say
- Not matchedcites Baars, 1988
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“However, the power of consciousness is exponential in that its major functions provide flexible adaptations to novel situations ~Baars, 1988, chapter 10!+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 5. WORKING MEMORY IN LANGUAGE ACQUISITION
What the sources say
- Not matchedcites Baars, 1988
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“emphasizes the trade-off between storage and processing, as is evidenced by its operationalization, which measures working memory capacity as sentence span, where sentences have to be comprehended and evaluated for meaning while a verbal storage load ~the last word of each sentence!steadily increases in magnitude+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 5. WORKING MEMORY IN LANGUAGE ACQUISITION
What the sources say
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“It is the supervisory system that schedules cognitive processing, manipulating temporary memory representations that become relevant during the work of everyday cognition+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 5. WORKING MEMORY IN LANGUAGE ACQUISITION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Also, the database begins to provide sufficient exemplars to allow analysis ~Tomasello, 1992!: both the conscious explicit analysis of how the general construction might work ~attentive working memory processes of hypothesis formation and analogy, which I will deal with in Section 4! and also implicit learning ~the neocortical processes of categorization, distributional analysis, and connectionist”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Formulas: The Concrete Seeds of Abstract Trees
What the sources say
- Not matchedcites Tomasello, 1992
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Each language processing usage results in the elements of the construction being primed and made more available in memory as a result: The pattern-recognition units for the aspects of language form that are involved are incremented in strength; any subcomponent elements that are represented in the formal elements of the construction are bound more strongly together as a result of their co-occur”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Explicit Focus on Implicit Tuning
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Under normal L1 circumstances, usage optimally tunes the language system to the input; under these circumstances of low salience of L2 form, all the extra input in the world might sum to naught, and we describe the learner as having”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Salience and Insignificance: Competition and Multiple Cues to Meaning
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Although VanPatten ~1996! and I ~N+ Ellis, 2002a~N+ Ellis, , 2002b! agree that it is via processing that implicit mechanisms are tuned, the degree of influence of metalinguistic information on the nature of that processing is so profound that claims of interface and interaction seem fully justified+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Explicit Learning: The Limelight of Consciousness, Form-Focus, Input Processing, and Other Explanations
What the sources say
- Not matchedcites VanPatten, 1996
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites N+ Ellis, 2002a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites N+ Ellis, 2002b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In this way, low-salience cues might never become integrated into the consolidated construction, and, broadly, never consolidated in a first instance means never tallied by implicit learning in usage thereafter+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Salience and Insignificance: Competition and Multiple Cues to Meaning
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“So it is this formula that is acquired early and thus serves as the concrete beginnings of what later will be a more general construction schema+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Formulas: The Concrete Seeds of Abstract Trees
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Metalinguistic information connects with implicit learning, and they meet and interact in pro-cessing+ It is a dynamic interface+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Explicit Learning: The Limelight of Consciousness, Form-Focus, Input Processing, and Other Explanations
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Like any other biological adaptation, consciousness is functional+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 5. WORKING MEMORY IN LANGUAGE ACQUISITION
What the sources say
- Not matchedcites Baars, 1988
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“The present analysis supports such proposals in that, as learners try to produce comprehensible output, the various means of construction described in Section 4 potentially come into play in the development of accuracy and fluency ~De Bot, 1996;Izumi, 2003!+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Output Processing and Its Effectiveness
What the sources say
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Infants between 1 and 4 months of age can perceive the phoneme contrasts of every possible language, but by the end of their first year, they can only distinguish the contrasts of their own ~Werker & Lalonde, 1988; Werker & Tees, 1984!+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Perseveration: The Magnetism of L1 Perceptual Learning
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Working memory is like 221b Baker Street: It is the home of explicit deduction, hypothesis formation, analogical reasoning, prioritization, control, and decision-making+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 5. WORKING MEMORY IN LANGUAGE ACQUISITION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The first exemplar is often a high-frequency expression, a salient one of prototypical meaning and high functionality+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Formulas: The Concrete Seeds of Abstract Trees
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Izumi, Bigelow, Fujiwara, and Fearnow ~1999!showed that opportunities for reconstruction in a pushed output task encouraged the noticing of taskrelevant aspects of linguistic form and there was evidence of enhanced rulelearning in relation to those forms+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Output Processing and Its Effectiveness
What the sources say
- Not checked — no full text of the sourcecites Izumi et al., 1999 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is where we develop, apply, and hone our metalinguistic insights into an L2+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 5. WORKING MEMORY IN LANGUAGE ACQUISITION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“In these situations, some type of explicit instruction or consciousness raising ~Sharwood Smith, 1981! or form-focus can help the learner to notice the cue in the first place, consolidating an explicit construction linking the cue and its interpre-tation+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Explicit Learning: The Limelight of Consciousness, Form-Focus, Input Processing, and Other Explanations
What the sources say
- Not checked — no full text of the sourcecites Sharwood Smith, 1981 source
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The only hope for change lies in the resources of consciousness+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Exaggerated Stimuli and Noticing, Errorless Learning, and Adaptive Training
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
- Rests on an assumption: Consciousness is needed to change behavior.
In the paper
“Keck, Iberri-Shea, Tracy, and Wa-Mbaleka ~in press! reported a quantitative meta-analysis of studies of the effects of interaction on acquisition+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Output Processing and Its Effectiveness
What the sources say
- Not matchedcites Keck et al., in press
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainn = 8- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“The use of such exaggerated stimuli and adaptive training leads to rapid learning, whereas the use of difficult stimuli with no adaptive modification produced little or no benefit ~McCandliss, Fiez, Protopapas, Conway, & McClelland, 2002;McClelland, 2001!+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > Exaggerated Stimuli and Noticing, Errorless Learning, and Adaptive Training
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The facts ~a! that implicit and explicit language learning are different,”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 6. BALANCED LEARNING OPPORTUNITIES
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Of course, “noticing the gap” is not of itself a solution+ It is just the beginning orientation, a recognition that the problem needs to be consciously addressed+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“The memes of our culture, transmitted through language, infect our conscious and unconscious selves ~Dawkins, 1976; Dennett, 1992!+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
What the sources say
- Not matchedcites Dawkins, 1976
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Dennett, 1992
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“However, there were also statistically independent effects of knowledge of other gender languages, suggesting that not only must the material be available for scrutiny in working memory but there must also be prior knowledge that focuses attentional biases to guide the analysis appropriately+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
What the sources say
- Not checked — no full text of the sourcecites Williams & Lovatt, 2003 source
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Our significant others, peers, and guides in this world become internalized in our motivations and attentions ~Tomasello, 1999; Vygotsky, 1980!+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
What the sources say
- Not matchedcites Tomasello, 1999
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Vygotsky, 1980
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The input to our connectionist implicit learning systems comes via unitized explicit representations forged from prior attended processing+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Controlled processing tunes our zombie agents+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Salience is as much a psychological as a physical property; many affordances are cultural, goal-driven, and emergent+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The echoes of our conscious experience live on in our unconscious+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The fact that individual differences in this measure of attentional processing predict individual differences in SLA also lends support to theories of the role of conscious processing and explicit learning in SLA+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 5. WORKING MEMORY IN LANGUAGE ACQUISITION
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“In the language of Jean Piaget ~1975!, the more we must accommodate to new information, the more we need to be consciously involved with it+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
What the sources say
- Not matchedcites Piaget, 1975
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“People with better sentence span are better language learners, both in L1 ~Daneman & Carpenter, 1980;Daneman & Case, 1981;Daneman & Green, 1986;Daneman & Merikle, 1996;Engle, Tuholski, Laughlin, &Conway, 1999! andin L2 ~Harrington &Sawyer, 1992!+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 5. WORKING MEMORY IN LANGUAGE ACQUISITION
What the sources say
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Conscious and unconscious processes are dynamically involved together in every cognitive task and in every learning episode+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In synopsis-so oversimplified that I fear it will come back to haunt me-the sequential motives of learning are novice ϩ externally scaffolded attention r internally motivated attention r explicit learning r explicit memory r implicit learning r implicit memory, automatization, and abstraction ϭ expert+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“comprises a supervisory attentional system, two temporary slave memories ~the phonological loop and the visuospatial sketch pad!, andmore recently-a third cross-modal store, the episodic buffer, which holds episodic memories retrieved from long-term memory for scrutiny ~Baddeley, 2000, 2002!+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 5. WORKING MEMORY IN LANGUAGE ACQUISITION
What the sources say
- Not matchedcites Baddeley, 1986
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Baddeley, 2000 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The input to our slave systems in working memory comes via the echoes and abstractions of our long-term memories; we perceive the world through schematic lenses that represent our prior experience of the world+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“This research has centered on the role of the phonological loop in the acquisition of vocabulary and formulaic utterances, the ways in which phonological long-term memory supports short-term rehearsal by Hebbian chunking processes, and how rehearsal in the phonological loop provides a window on language by allow-ing its attended scrutiny and analysis+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 5. WORKING MEMORY IN LANGUAGE ACQUISITION
What the sources say
- Not checked — no full text of the sourcecites Baddeley et al., 1998 source
- Not matchedcites Gathercole & Baddeley, 1993
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked yetcites N. Ellis, 1996 source
Checked before — its earlier verdict is held back until a new check runs.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The world in which we live becomes represented in our minds+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Indeed, these systems work together: Attention might well be involved in noticing, but a suitable declarative metalinguistic summary in the episodic buffer can focus attention ready for noticing, and all this is to naught if the temporary representation of language form in the phonological loop is poorly or noisily spec-ified+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 5. WORKING MEMORY IN LANGUAGE ACQUISITION
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Attention guides our SLA as it guides us through the world+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“To date, there has been too little work directly comparing these trans-Atlantic models of working memory and their components as predictors of different aspects of SLA+”
- Also stated in: § 5. WORKING MEMORY IN LANGUAGE ACQUISITION · hedged
“There is too little to go on as yet+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 5. WORKING MEMORY IN LANGUAGE ACQUISITION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
- Also stated in: § 5. WORKING MEMORY IN LANGUAGE ACQUISITION · hedged
In the paper
“Old brain and new brain integrate into one functional whole ~Luria, 1973!+”
§ AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE > 7. TWO DISSOCIATIONS AND A UNION: CONSCIOUS AND UNCONSCIOUS LEARNING, WORKING MEMORY, AND CONNECTIONISM
What the sources say
- Not matchedcites Luria, 1973
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper relies on this without support.
Most knowledge is tacit knowledge; most learning is implicit; the vast majority of cognitive processing is unconscious.
“Most knowledge is tacit knowledge; most learning is implicit; the vast majority of our cognitive processing is unconscious+”
The paper relies on this without support.
We learn language while using language.
“We learn language while using language+”
The paper relies on this without support.
There is interaction between explicit and implicit knowledge.
“Nevertheless, there is interaction+ However unalike they are, these two types of knowledge interact+”
The paper relies on this without support.
Language is a social construction, and the ways that language typically relates to the world are culturally determined.
“Language is a social construction, and the ways that language typically relates to the world are culturally deter-mined+”
The paper relies on this without support.
We are internally provoked to search for meanings, just as our language tutors are motivated to spotlight the relevant alternatives.
“We are internally provoked to search for meanings, just as our language tutors are motivated to spotlight the relevant alternatives:”
The paper relies on this without support.
English learners of Chinese have difficulty with tones and Japanese learners of English have difficulty with the article system, both problems resulting from zero use in the L1.
“English learners of Chinese have difficulty with tones and Japanese learners of English have difficulty with the article system, both problems resulting from zero use in the L1+”
The paper relies on this without support.
Most words (over 80% in English) have multiple meanings, but only one can become conscious at a time.
“Most words ~over 80% in English! have multiple meanings, but only one can become conscious at a time+”
The paper relies on this without support.
Japanese native adults perceive English /r/ and /l/ as one and the same phonemic category.
“What might be examples of two separate phonemic categories ~0r0 and 0l0! for an L1 English language speaker are all of the same phonemic category for an L1 Japanese speaker+ Furthermore, in adulthood, the Japanese native cannot but perceive 0r0 and 0l0 as one and the same+”
The paper relies on this without support.
Consciousness is needed to change behavior.
“Consciousness is needed to change behavior+”
The paper relies on this without support.
Under normal L1 circumstances, usage optimally tunes the language system to the input.
“Under normal L1 circumstances, usage optimally tunes the language system to the input+”
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In the citing paper
“The pretest-analysis of this study reveals a significant aspect of previous researchers who state that the acquisition of morphology poses a substantial challenge for English as a Foreign Language (EFL) learners, particularly adults, because they learn explicitly, unlike young learners (DeKeyser, 2000(DeKeyser, , 2003;;Ullman, 2001;Ellis, 2005Ellis, , 2009;;Spit et al. 2022).”
From Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners (2024) · cites this paper as Ellis, 2005
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Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Second Language Acquisition (SLA) research has shown that the acquisition of morphology poses a significant challenge for English as a Foreign Language (EFL) learners, particularly adults, because they learn explicitly, unlike young learners (DeKeyser, 2000(DeKeyser, , 2003;;Ullman, 2001;Ellis, 2005Ellis, , 2009;;Spit et al. 2022).”
From Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners (2024) · cites this paper as Ellis, 2005
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“Noticing can be facilitative, especially in speeding up learning of perceptually nonsalient features or in establishing a new representation in longterm memory, after which subsequent examples of the same feature in the input can be parsed implicitly (N.Ellis, 2005), but it is neither a necessary component nor a necessary result of focus on form.”
From In Defense of Tasks and TBLT: Nonissues and Real Issues (2016) · cites this paper as N. Ellis, 2005
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Cited by
Sorted by citations
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L2 learners’ perceptions of grammar: the case of JFL learners in the UK
Fujino, H. (2019) · Language Learning Journal · doi:10.1080/09571736.2019.1578399 · Cited by 11
Fernández, M., & María, A. (2010) · Georgetown University-Graduate School of Arts & Sciences · Cited by 11
HAMRICK, P. J. J., & Rebuschat, P. (2014) · Lancaster EPrints (Lancaster University) · Cited by 14
Adaptive Corrective Feedback in Second Language Learning
de Vries, B. P., Catia Cucchiarini, A., Strik, H., & van Hout, R. W. N. M. (2011) · Communications in computer and information science · doi:10.1007/978-3-642-20074-8_1 · Cited by 16
“, [25]), the assumption that noticing a feature in the input is a first step in language acquisition is shared by several researchers (see [30]) for an overview).”
BackgroundAlves, U. K., & Luchini, P. L. (2017) · Ilha do Desterro A Journal of English Language Literatures in English and Cultural Studies · doi:10.5007/2175-8026.2017v70n3p15 · Cited by 11
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108643689.010 · Cited by 11
Nightingale, R. (2016) · Tesis Doctorals en Xarxa (Consorci de Serveis Universitaris de Catalunya) · doi:10.6035/14018.2016.252200 · Cited by 14
Farahani, M. V. (2022) · International Journal of Corpus Linguistics · doi:10.1075/ijcl.00047.far · Cited by 11
The Acquisition of Differential Object Marking in L2 Spanish Learners.
Martoccio, A. (2012) · Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign) · Cited by 7
Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching
Kachinske, I., Osthus, P., Solovyeva, K., & Long, M. (2015) · Studies in bilingualism · doi:10.1075/sibil.48.16kac · Cited by 11
Salman, J. S., & Haskel-Shaham, I. (2023) · Journal of Second Language Writing · doi:10.1016/j.jslw.2023.101065 · Cited by 10
Coventry, W. L., Antón‐Méndez, I., Ellis, E. M., Levisen, C., Byrne, B., van Daal, V. H. P., & Ellis, N. C. (2012) · Language Learning · doi:10.1111/j.1467-9922.2012.00718.x · Cited by 10
“…assumption that the learning that takes place in natural and educational settings is very different in nature” (p. 288), and establishing the nature of the interface between instructed and less formally acquired knowledge of a second language is a continuing challenge in SLA research (Ellis, 2005).”
BackgroundSelf-citationMos, M. (2010) · Tilburg University Research Portal · Cited by 11
Metalinguistic Knowledge/Awareness/Ability in Cognitive Translation Studies: Some Questions
Halverson, S. L. (2018) · HERMES - Journal of Language and Communication in Business · doi:10.7146/hjlcb.v0i57.106191 · Cited by 12
Applying Cognitive Linguistics to teaching English prepositions in the EFL classroom
Wijaya, D., & Ong, G. (2018) · Indonesian Journal of Applied Linguistics · doi:10.17509/ijal.v8i1.11456 · Cited by 10
“Research has shown that not all approaches to second language (L2) instruction bring the same effects (DeKeyser & Sokalksi, 2001; Ellis, 2005; VanPatten & Cadierno, 1993), and language structures vary in terms of their learnability, which means some structures are acquired earlier than others…”
BackgroundThe relationship between phonotactic awareness and pronunciation in adult second language learners
de Souza, H. K. (2017) · Revista Brasileira de Lingüística Aplicada · doi:10.1590/1984-6398201610850 · Cited by 9
“Following the instance-based approach (e.g., ELLIS, 2002; 2005), learning is exemplar based and begins with the recognition of a prototypical exemplar with high functionality.”
BackgroundMethodDeclarative Versus Procedural Knowledge
Salaberry, M. (2018) · The TESOL Encyclopedia of English Language Teaching · doi:10.1002/9781118784235.eelt0051 · Cited by 12
Mobile application-based phonetic training facilitates Chinese-English learners’ learning of L2
Yang, J., Li, Y., Wang, L., Sun, B., He, J., Liang, Z., & Wang, D. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101967 · Cited by 9
Incidental and explicit learning of L2 derivational morphology and the nature of acquired knowledge
Ishikawa, K. (2019) · Applied Psycholinguistics · doi:10.1017/s0142716419000304 · Cited by 12
“Interestingly enough, explicit learners also developed unconscious knowledge 1 week later evidenced by their reliance on intuition (DeKeyser, 2015; Ellis, 2005).”
BackgroundThe Adoption of Task-Based Language Teaching in Diverse Contexts
Newton, J. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.036 · Cited by 9
Technology-Mediated Task-Based Language Teaching
González‐Lloret, M., & Ziegler, N. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.019 · Cited by 18
Challenges in implicit learning research
Rogers, J., Révész, A., & Rebuschat, P. (2015) · Studies in bilingualism · doi:10.1075/sibil.48.12rog · Cited by 9
Using Eye-Tracking to Measure Lexical Inferences and its Effects on Reading Rate during EFL Reading
Dolgunsöz, E. (2016) · DergiPark (Istanbul University) · Cited by 9
Explicit knowledge about language in L2 learning
Roehr‐Brackin, K. (2015) · Studies in bilingualism · doi:10.1075/sibil.48.06roe · Cited by 10
Mishima, M., & Cheng, L. (2017) · L2 Journal · doi:10.5070/l29132493 · Cited by 9
“…area of research in SLA as researchers have reported that raising L2 learners’ consciousness to the target language features positively affects their L2 acquisition (Andrews, 2007; Ellis, R., 2001; Ellis, N. C., 2005; Fotos & Ellis, 1991; Leow, 1997, 2000; Rutherford, 1987; Schmidt, 1994, 2001).”
BackgroundBRAZILIAN EFL LEARNERS’ AWARENESS ABOUT L2 PHONES: IS MALL PRONOUNCED AS ‘MAL’?
de Souza, H. K. (2017) · Trabalhos em Linguística Aplicada · doi:10.1590/010318135071200021 · Cited by 14
“This will have an effect on L2 perception as well as production, as the dominating view in L2 acquisition is that in order to learn a linguistic aspect, it first has to be consciously noticed (eg., ELLIs, 2005; ROBINsON, 2003; sCHMIDT, 1990).”
BackgroundUsage-based Approaches to Second Language Acquisition: Cognitive and Social Aspects
Javadi, Y., & Kazemirad, F. (2020) · Journal of Language Teaching and Research · doi:10.17507/jltr.1103.16 · Cited by 9
“Thus, consciousness is assumed to be co-constructed in social interaction (Ellis 2005) and the input to associative learning is considered to be socially gated (Kuhl 2007).”
BackgroundCOGNITIVE DIVERSITY AMONG EFL LEARNERS: IMPLICATIONS FOR TEACHING IN HIGHER EDUCATION
Elyas, T., AlHashmi, B., & Fang, F. (2020) · TEFLIN Journal - A publication on the teaching and learning of English · doi:10.15639/teflinjournal.v31i1/44-69 · Cited by 12
“As mentioned earlier, research under this domain has been classified into three types: 1) studies that support the explicit instruction (e.g., Ashman et al., 2020; Ellis, 2005; Hughes et al., 2017; Kim & Lantolf, 2018; Robinson, 1996); 2) studies that favor implicit instruction (Chan, 2019; Godfroid, 2016; Hwu et al.”
BackgroundHan, Z.-H. (2020) · Language Teaching · doi:10.1017/s0261444820000282 · Cited by 4
Rod Ellis's essential bookshelf: Focus on form
Ellis, R. (2022) · Language Teaching · doi:10.1017/s026144482200012x · Cited by 13
“Rod Ellis is a Distinguished Research Professor at Curtin University (Perth, Australia) and also, an Emeritus Distinguished Professor at the University of Auckland (New Zealand). He has also worked in universities in UK, Japan, and the USA and is a fellow of the Royal Society of New Zealand. He has published widely in…”
BackgroundInfluentialInvestigating Learner Engagement with Oral Corrective Feedback: Aims, Methodology, Outcomes
Pawlak, M. (2013) · Second language learning and teaching · doi:10.1007/978-3-319-00461-7_5 · Cited by 10
QUALCHE RIFLESSIONE SULLA DIDATTICA DI L2 ISPIRATA ALLA RECENTE RICERCA ACQUISIZIONALE
Chini, M. (2012) · Riviste UNIMI (Università degli studi di Milano) · doi:10.13130/2037-3597/1912 · Cited by 5
de Vries, B. W. F. P., Cucchiarini, C., Strik, H., et al. (2010) · Radboud Repository (Radboud University) · Cited by 9
Andrés Haye, M., & Torres-Sahli, M. (2017) · New Ideas in Psychology · doi:10.1016/j.newideapsych.2017.02.001 · Cited by 9
Tankosić, A., & Dubravac, V. (2016) · ExELL · doi:10.1515/exell-2017-0006 · Cited by 9
Yahya, M. Y. (2019) · CentAUR (University of Reading) · doi:10.48683/1926.00089016 · Cited by 14
Understanding Japanese university English teachers' experiences as collaborative leaders
Egitim, S. (2020) · doi:10.17760/d20394199 · Cited by 9
Rutgers, D. (2024) · Language Awareness · doi:10.1080/09658416.2024.2415105 · Cited by 9
“However, while metacognitive in nature, the knowledge underpinning TLA can be explicit, implicit, or exist at the interface between the two (Ellis, 2005).”
Tapping into teacher feedback in digital storytelling: Learning outcomes, emotions, and perceptions
Purnomo, C. A., & Hsieh, J. C. (2025) · Language Teaching Research · doi:10.1177/13621688241307239 · Cited by 8
Effects of making errors in learning a foreign language
Guzmán-Muñoz, F. J. (2020) · Journal of Cognitive Psychology · doi:10.1080/20445911.2020.1711766 · Cited by 12
“Ellis (2005) proposed that the commission of errors during language learning makes the learner think about the language itself, rather than the content of the message.”
BackgroundThe effects of incidental focus on form on learning vocabulary, grammar, and pronunciation
Pouresmaeil, A., & Vali, M. (2023) · Language Teaching Research · doi:10.1177/13621688231185419 · Cited by 13
“This, in turn, affords optimal opportunities for the occurrence of form-function mapping (Doughty, 2001), which is seen as essential in acquiring implicit L2 knowledge (Doughty, 2001; N. C. Ellis, 2002, 2005, 2015).”
Delgado-Garza, P., & Mayo, M. D. P. G. (2024) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2024-0167 · Cited by 10
“…at the very core of the distinction, implicit learning mechanisms seem to relate to comprehension and production processes, while explicit learning takes place at the time of purposefully negotiating meaning and establishing deliberate attempts to communicate in a successful manner (Ellis 2005).”
BackgroundTechnology and Task-Based Language Teaching (TBLT): Exploring Pragmatics
Martínez, A. H. (2018) · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Cited by 8
Neuroplasticity, network connectivity and language processing across the lifespan
Isel, F., & Kail, M. (2019) · Brain and Cognition · doi:10.1016/j.bandc.2019.05.005 · Cited by 8
Heritage and non-heritage bilinguals
Ανδρέου, Μ., Dosi, I., Papadopoulou, D., et al. (2020) · Studies in bilingualism · doi:10.1075/sibil.59.07and · Cited by 8
Jiang, L., & Xiao, H. (2014) · English Language Teaching · doi:10.5539/elt.v7n10p22 · Cited by 8
“It is generally assumed that learners need to be drawn to linguistic forms so as to be able to make progress in their well-formed L2 use (Ellis, 2005; Norris & Ortega, 2003).”
BackgroundInfluentialBarrot, J. S. (2020) · The Journal of AsiaTEFL · doi:10.18823/asiatefl.2020.17.2.19.616 · Cited by 7
“Direct conversion occurs through constant use of language which pushes explicit knowledge to become implicit knowledge (DeKeyser, 1997) but only when the learners are psycholinguistically ready to learn the target linguistic items (N. Ellis, 2005, 2007).”
BackgroundInfluentialWorking Memory and Corrective Recasts in L2 Oral Production
Zhao, Y. (2014) · Asian Journal of English Language Teaching · doi:10.65961/ajelt-2013-1-004 · Cited by 8
“N. Ellis (2005) also proposes that not only phonological short term memory (PSTM) but also complex WM capacity is likely to affect the extent to which recasts are noticed and retained, and thus influences the efficacy of recasts in L2 learning.”
BackgroundTowards a Constructional Approach of L2 Morphological Processing
Giraudo, H., & Maso, S. D. (2018) · Studies in morphology · doi:10.1007/978-3-319-74394-3_21 · Cited by 8
Time Distribution and the Acquisition of English as a Foreign Language
Serrano, R. (2007) · Tesis Doctorals en Xarxa (Consorci de Serveis Universitaris de Catalunya) · Cited by 8
Duan, Y., Cruz, C., Elfaki, A. O., et al. (2013) · Studies in computational intelligence · doi:10.1007/978-3-319-00804-2_20 · Cited by 7
“We target at understanding the functionality of the semantics aided approach[5, 6] in secondary language(L2) learning[7, 8] and quantify the measurement of the efficiency improvement.”
BackgroundLanguage Development Hinges on Communication: An Emergentist Perspective
Abrar‐ul‐Hassan, S. (2011) · TESOL Journal · doi:10.5054/tj.2011.269749 · Cited by 7
“The development of emergent grammar over a period of time provides learners with a large lexical base and grammar skills to become proficient users of the language (e.g., N. Ellis, 2005).”
BackgroundGenç, Z. S. (2014) · TED EĞİTİM VE BİLİM · doi:10.15390/eb.2014.1438 · Cited by 8
“Bununla birlikte, birçok araştırmacı, dolaylı öğrenmeye dayalı birinci dil öğrenme sürecinin aksine, yabancı dil öğrenmenin hem doğrudan hem de dolaylı öğrenmeye dayalı olduğunu belirtmişlerdir (DeKeyser, 2003; Ellis, Loewen & Erlam, 2006; R. Ellis, 2004; N. Ellis, 2005).”
Communicative Language Teaching for Young Learners of English : A Critical Perspective
Ohashi, Y. (2015) · Institutional Repositories DataBase (IRDB) · doi:10.60461/0002000528 · Cited by 7
Integrating Chinese Linguistic Research and Language Teaching and Learning
ROMAGNOLI, C. (2016) · Studies in Chinese language and discourse · doi:10.1075/scld.7 · Cited by 7
Toward a neuroscience-informed evaluation of language technology
Bolgün, M. A., & McCaw, T. (2018) · Computer Assisted Language Learning · doi:10.1080/09588221.2018.1516675 · Cited by 7
“One research finding important for language learning is that metalin-guistic knowledge does not gradually become implicit linguistic competence (Ellis, 2005; Ellis & Larsen-Freeman, 2006; Paradis, 2009; Ullman & Lovelett, 2018).”
BackgroundA reading model of young EFL learners regarding attention, cognitive-load and auditory-assistance
Yang, J., Qi, X., Wang, L., Sun, B., & Zheng, M. (2022) · The Journal of Educational Research · doi:10.1080/00220671.2022.2027327 · Cited by 9
“Given that working memory (WM) acts as a container with limited capacity to afford cognitive processes that are necessary in L2 processing (Ellis, 2005; Sweller, 2004), it is considered as one of the facets that comprise the cognitive-load structure. Numerous studies reported that WM outcome is highly correlated with…”
BackgroundMethodInfluentialThe Effectiveness of the Continuation Task on Second Language Learning of English Articles
Jiang, L. (2015) · English Language Teaching · doi:10.5539/elt.v8n11p79 · Cited by 7
“It is generally assumed that learners need to be drawn to linguistic forms so as to be able to make progress in their well-formed L2 use (Ellis, 2005; Norris & Ortega, 2003).”
BackgroundExplicit knowledge and learning in SLA
Roehr, K. (2010) · AILA Review · doi:10.1075/aila.23.02roe · Cited by 7
“When comprehension or production difficulties arise, however, explicit processes take over (N. Ellis, 2005).”
BackgroundInfluentialInput frequencies in processing of verbal morphology in L1 and L2: Evidence from Russian
Tkachenko, E., & Chernigovskaya, T. V. (2010) · Oslo Studies in Language · doi:10.5617/osla.58 · Cited by 7
Narcy‐Combes, J. (2010) · IGI Global eBooks · doi:10.4018/978-1-61520-707-7.ch004 · Cited by 7
The Effects of Working Memory, Intelligence and Personality on English Learners’ Speaking Ability
Nowbakht, M., & Fazilatfar, A. M. (2019) · The Journal of AsiaTEFL · doi:10.18823/asiatefl.2019.16.3.4.817 · Cited by 7
“…reading comprehension (Joh, 2018; Walter, 2004) language comprehension (Just & Carpenter, 1992; Swanson & Berninger, 1995), language processing (Ellis, 2005; Nowbakht, 2018; Robinson, 2002), corrective feedback and output (Goo, 2012; Mackey, Adams, Stafford, & Winke, 2010; Shahnazari, Adams, &…”
The Practice of Teachers’ Written Corrective Feedback as Perceived by EFL Teachers and Supervisors
Kharusi, F. M. A., & Al-Mekhlafi, A. M. (2019) · International Journal of Higher Education · doi:10.5430/ijhe.v8n6p120 · Cited by 7
Concept-based pragmatics instruction
Kuepper, M.-C. U. C., & Feryok, A. (2020) · Language and Sociocultural Theory · doi:10.1558/lst.37359 · Cited by 7
Peer Feedback in Second Language Oral Interaction
Iwashita, N., & Dao, P. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108589789.014 · Cited by 8
Using grammar consciousness-raising tasks to enhance students’ narrative tenses competence
Tilahun, S., Simegn, B., & Emiru, Z. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2107471 · Cited by 7
“According to the weak interface position, an interface exists, and explicit grammar knowledge facilitates the development of implicit grammar knowledge, and this is done through noticing and noticing Page 6 of 20 the gap requiring learners to structure and restructure their knowledge (e.g., Ellis, 2015; N.C. Ellis, 20…”
BackgroundLanguage in the Context of Use
Tyler, A., Kim, Y., & Takada, M. (2008) · doi:10.1515/9783110199123 · Cited by 18
VanPatten, B. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139084390.008 · Cited by 7
Preface The Origins and Growth of Task-Based Language Teaching
Long, M. H., & Ahmadian, M. J. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.001 · Cited by 9
Roehr‐Brackin, K. (2020) · Language Teaching · doi:10.1017/s0261444820000415 · Cited by 9
“By the same token, researchers have sought to establish to what extent and in which contexts L2 learners of different ages may learn implicitly and construct implicit knowledge (DeKeyser, 2003; Ellis, 2005, 2015).”
BackgroundLee, M.-J., & Révész, A. (2021) · Journal for the psychology of language learning · doi:10.52598/jpll/3/1/1 · Cited by 5
“Then, these long-term memory traces could be subjected to data-driven processes, promoting development in procedural knowledge (N. Ellis, 2005).”
BackgroundLanguage learning aptitude in older adults
Roehr-Brackin, K., Loaiza, V., & Pavlekovic, R. (2023) · Journal of the European Second Language Association · doi:10.22599/jesla.93 · Cited by 5
Connecting Teacher Training to Task-Based Language Teaching Implementation
Bryfonski, L. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.027 · Cited by 7
Child Interaction in Task-Supported EFL/CLIL Contexts
Mayo, M. D. P. G. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.023 · Cited by 6
The Interface of Psychology and Second Language Acquisition
Dörnyei, Z. (2021) · Language, Cognition, and Mind · doi:10.1007/978-3-030-66175-5_2 · Cited by 7
Conceptualizing Innovation in Language Education: Holistic and Reflective Teaching and Learning
Germain‐Rutherford, A., & Karamifar, B. (2022) · Educational linguistics · doi:10.1007/978-3-030-87124-6_3 · Cited by 8
Teacher language awareness or language teacher awareness?
Komorowska, H. (2022) · Glottodidactica · doi:10.14746/gl.2022.49.1.08 · Cited by 11
“These were: – learner metalinguistic awareness, which encompasses the ability to focus on form, switch from form to meaning, categorise word into parts of speech and explain functions of words in a sentence, awareness of their morphology and cognates (Ellis 2005; Michońska-Stadnik 2013; Otwinowska-Kasztelanic 2011; Je…”
BackgroundChingchit, O. (2024) · Language Teaching Research · doi:10.1177/13621688241246134 · Cited by 8
Griggs, P., Baurens, M., & Blanc, N. (2009) · Éla Études de linguistique appliquée · doi:10.3917/ela.151.0341 · Cited by 6
Knowledge representations underlying covert metalinguistic activity: a working hypothesis
Gutiérrez, X. (2011) · Language Awareness · doi:10.1080/09658416.2011.573855 · Cited by 6
“Ellis (2004), semantic processing and noticing can be carried out by using implicit knowledge, whereas reflecting likely requires access to explicit knowledge, as the learners try to verify whether, and why, the sentence is grammatical or not.”
BackgroundMetalinguistic knowledge and language-analytic ability in university-level L2 learners
Roehr, K. (2006) · Open Access at Essex (University of Essex) · Cited by 6
THE MAZE TASK: TRAINING METHODS FOR SECOND LANGUAGE LEARNING
Enkin, E. (2012) · Lincoln (University of Nebraska) · Cited by 6
The Psycholinguistics of Task-Based Performance
Skehan, P. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.002 · Cited by 9
“It is also compatible with the view that second language learning is implicit (Paradis, 2009; N. Ellis, 2002, 2005; R. Ellis, 1994; Ullman, 2015).”
ResultCorrective Feedback, Spoken Accuracy and Fluency, and the Trade-off Hypothesis
Azad, M. H. C., Farrokhi, F., & Zohrabi, M. (2018) · International Journal of Instruction · doi:10.12973/iji.2018.11232a · Cited by 9
“Different CF Types One CF type which is relevant to the current study and which appeals to researchers, due to theoretical and practical reasons (Ellis, 2008), is recast. Lyster and Ranta (1997) defined it as “the teacher’s reformulation of all or part of a student’s utterance, minus the error” (p. 46). Recasts can be…”
BackgroundInfluentialGass, S. M. (2018) · Palgrave Macmillan UK eBooks · doi:10.1057/978-1-137-59900-1_15 · Cited by 6
A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction
Lin, H. (2010) · OhioLink ETD Center (Ohio Library and Information Network) · Cited by 6
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“Nick Ellis (2005, 2008) points out, for example, that it is now known that for simple language features or conversely, complex features that are salient with a limited number of variables, explicit instruction leading to explicit knowledge can be very useful.”
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“For instance, Ellis, Sheen, Murakami, & Takashima (2008) compared the effects of focused and unfocused direct WCF on accuracy gains of indefinite and definite English articles.”
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“, clitics, null subjects and overt pronouns), mainly due to reduced language experience (Ellis, 2005).”
BackgroundWritten corrective feedback strategies: A systematic review
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Metadata
- Authors
- Ellis, N. C.
- Affiliations
- University of Michigan (US)
- Corresponding author
- Ellis, Nick C.
- ORCID
- Ellis, Nick C.
- Venue
- Studies in Second Language Acquisition
- Publisher
- Cambridge University Press (CUP)
- Published
- 2005-06
- Volume
- 27
- Issue
- 02
- ISSN
- 0272-2631 (ISSN-L)
- 1470-1545
- OpenAlex
- W1980240171
- Cited by
- 893
- References
- 283
- Citations by year
- 2026: 29 · 2025: 32 · 2024: 32 · 2023: 34 · 2022: 43 · 2021: 93 · 2020: 47 · 2019: 85 · 2018: 38 · 2017: 30 · 2016: 53 · 2015: 56 · 2014: 59 · 2013: 45 · 2012: 61
- FWCI
- 177.73
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Studies in Second Language Acquisition (publishedVersion)
- Deep Blue (University of Michigan) (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Keywords
- explicit knowledge, tacit knowledge, noticing, implicit language learning, explicit learning, working memory, prefrontal cortex, hippocampus, episodic memory, proceduralization, recasts, feedback, analogy, grammatical rules, individual differences, working memory capacity, language aptitude, consciousness
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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