7. Implicit and Explicit Knowledge of an L2 and Language Proficiency
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
Writing is more associated with explicit processing.
“Psychometric investigations confirm that writing is more associated with explicit processing.”
From Effects of Availability, Contingency, and Formulaicity on the Accuracy of English Grammatical Morphemes in Second Language Writing (2022) · cites this paper as Elder and Ellis (2009)
Implicit knowledge correlates more strongly with oral skills (speaking and listening) than explicit knowledge does.
“implicit knowledge correlated more strongly with the oral skills (speaking and listening)”
From Effects of Availability, Contingency, and Formulaicity on the Accuracy of English Grammatical Morphemes in Second Language Writing (2022) · cites this paper as Elder and Ellis (2009)
Explicit knowledge correlates more strongly with written skills (writing and reading) than implicit knowledge does.
“explicit knowledge correlated more strongly with the written skills (writing and reading).”
From Effects of Availability, Contingency, and Formulaicity on the Accuracy of English Grammatical Morphemes in Second Language Writing (2022) · cites this paper as Elder and Ellis (2009)
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Suzuki, Y. (2017) · Applied Psycholinguistics · doi:10.1017/s014271641700011x · Cited by 64 · see citing works
MEASURING UNIVERSITY-LEVEL L2 LEARNERS’ IMPLICIT AND EXPLICIT LINGUISTIC KNOWLEDGE
Zhang, R.-H. (2014) · Studies in Second Language Acquisition · doi:10.1017/s0272263114000370 · Cited by 68 · see citing works
Murakami, A., & Ellis, N. C. (2022) · Language Learning · doi:10.1111/lang.12500 · Cited by 26 · see citing works
Kim, K. M., Liu, X., Isbell, D. R., & Chen, X. (2024) · Studies in Second Language Acquisition · doi:10.1017/s0272263124000214 · Cited by 11 · see citing works
L2 writing and its external correlates
Kojima, M., In’nami, Y., & Kaneta, T. (2022) · Bilingual processing and acquisition · doi:10.1075/bpa.13.06koj · Cited by 8 · see citing works
The Relationship between Implicit and Explicit Knowledge and Second Language Proficiency
Esteki, B. (2014) · Theory and Practice in Language Studies · doi:10.4304/tpls.4.7.1520-1525 · Cited by 7 · see citing works
Winkler, S. (2011) · Informationen Deutsch als Fremdsprache · doi:10.1515/infodaf-2011-0503 · Cited by 4 · see citing works
The importance of increased processing demands in the design of Elicited Imitation tests
Erlam, R., & Wei, L. (2021) · Language Teaching Research · doi:10.1177/13621688211026032 · Cited by 4 · see citing works
English and Spanish speakers’ interpretations of L2 Chinese applicative double object constructions
Huang, Y., & Yuan, B. (2021) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2021-0008 · Cited by 3 · see citing works
The role of automatised and non-automatised explicit knowledge in general L2 proficiency
Satori, M. (2023) · Language Learning Journal · doi:10.1080/09571736.2023.2207585 · Cited by 2 · see citing works
Examining the Role of Implicit and Explicit L2 Knowledge in General L2 Proficiency
Zhang, R. (2015) · International Journal of English Linguistics · doi:10.5539/ijel.v5n3p79 · Cited by 2 · see citing works
Can Grammatical Knowledge Predict Chinese Proficiency?
Li, L. (2017) · Chinese language learning sciences · doi:10.1007/978-981-10-4089-4_7 · Cited by 1 · see citing works
(2023) · International Journal of TESOL Studies · doi:10.58304/ijts.20230402 · Cited by 1 · see citing works
Alamri, H. R. (2023) · International Journal of English Language and Linguistics Research · doi:10.37745/ijellr.13/vol11n3138
L2 Explicit Knowledge Does Matter in SLA Development
Aydın, F. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-3645-8.ch007
Piegzik, W. A., & Mitera, E. (2026) · Studia Neophilologica · doi:10.1080/00393274.2026.2651206
- Authors
- Elder, C., & Ellis, R.
- Venue
- Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching
- Publisher
- Multilingual Matters
- Published
- 2009-12-31
- Pages
- 167-193
- OpenAlex
- W4206073751
- Cited by
- 18
- References
- 0
- Citations by year
- 2026: 1 · 2024: 3 · 2023: 4 · 2022: 2 · 2021: 2 · 2017: 2 · 2015: 1 · 2014: 2
- FWCI
- 1.39
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Multilingual Matters eBooks (publishedVersion)
- 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
- tacit knowledge, explicit knowledge, second language acquisition, language proficiency, second language learners
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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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