Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge

Ellis, Nick

doi:10.1080/09541449308520120

Cited by 270EFL/ESL Teaching and LearningLanguage Development and DisordersNeurobiology of Language and Bilingualism

Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge

Ellis, Nick·1993·European Journal of Cognitive Psychology

DOI 10.1080/09541449308520120

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Abstract

This paper reports a study of implicit and explicit learning of second language (L2) grammatical forms, the “soft”-mutations of Welsh. “Random” learners saw randomly ordered instances. “Rule” learners first learned the rules. “Rule&Instances” learners saw the rules applied to instances. Initial learning, generalisations to new words and constructions, implicit fast performance in a well-formedness RT decision task, and explicit knowledge of the rules were recorded. Analyses of over 71,000 language trials demonstrate: (1) “Random” learners quickly achieve competence on original learning material, but show little implicit learning, performing poorly on well-formedness (or “grammaticality”) judgements, and have poor acquisition of explicit knowledge of the underlying rule-structure. (2) “Rule” learners take many trials to learn the rules but this facilitates their understanding of the natural language. However, they often know rules explicitly, yet fail to apply them in practice. Explicit and implicit knowledge are doubly dissociated. (3) Initially, “Rule&Instances” learners learn slowest. However, they alone abstract a working knowledge of soft-mutations. When exposed to new constructions, they generalise and are able both to explicitly formulate the new rules and succeed on implicit well-formedness judgements.

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Pedagogical rules are only properly effective when demonstrated in operation with a number of illustrative exemplars of their application.
“Pedagogical rules are onlyproperly effective when demonstrated in operation with a number of illustrative exemplars of their application (Ellis, 1993).”
From FREQUENCY EFFECTS IN LANGUAGE PROCESSING: A Review with Implications for Theories of Implicit and Explicit Language Acquisition (2002) · cites this paper as Ellis, 1993

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Authors: Ellis, N.
Affiliations: Bangor University (GB)
Corresponding author: Ellis, Nick
ORCID: Ellis, Nick
Venue: European Journal of Cognitive Psychology
Publisher: Informa UK Limited
Published: 1993-09
Volume: 5
Issue: 3
Pages: 289-318
ISSN: 0954-1446 (ISSN-L)
1464-0635
DOI: 10.1080/09541449308520120
OpenAlex: W2069971109
Cited by: 269
References: 57
Citations by year: 2026: 3 · 2025: 1 · 2024: 4 · 2023: 6 · 2022: 7 · 2021: 9 · 2020: 6 · 2019: 26 · 2018: 2 · 2017: 12 · 2016: 10 · 2015: 19 · 2014: 17 · 2013: 11 · 2012: 18
FWCI: 45.57
Type: journal article
Language: en
Open access: closed
Locations: The European Journal of Cognitive Psychology (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 › Language Development and Disorders
Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
Keywords: implicit learning, explicit knowledge, second language acquisition, rule induction, grammaticality judgment, rule knowledge

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Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge

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