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

The DOI matches its Crossref record; 54 of the 57 references it cites were found in a registry or an index.

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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Citations

Cites

Research works printed but not linked: 19

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  17. Marchman, V. and Plunkett, K. Token frequency and phonological predictability in a pattern association network: Implications for child language acquisition. Proceedings of the Eleventh Annual Conference of the Cognitive Science Society. pp.179–187. Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
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Metadata

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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