An attempt to elaborate a construct to measure the degree of explicitness and implicitness in ELT materials

  1. Criado, Raquel
  2. Sánchez Pérez, Aquilino
  3. Cantos Gómez, Pascual
Revue:
IJES: international journal of English studies
  1. Criado, Raquel (coord.)
  2. Sánchez Pérez, Aquilino (coord.)

ISSN: 1578-7044,  1989-6131

Année de publication: 2010

Titre de la publication: Cognitive processes, Instructed Second Language Acquisition and Foreign Language Teaching Materials

Volumen: 10

Número: 1

Pages: 103-129

Type: Article

DOI: 10.6018/IJES/2010/1/114001 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: IJES: international journal of English studies

Objectifs de Développement Durable

Résumé

The concepts of explicit and implicit (knowledge) are at the core of SLA studies. We take explicit as conscious and declarative (knowledge); implicit as unconscious, automatic and procedural (knowledge) (DeKeyser, 2003; R. Ellis, 2005a, 2005b, 2009; Hulstjin, 2005; Robinson, 1996; Schmidt, 1990, 1994). The importance of those concepts and components, we believe, must also be acknowledged in language teaching, and consequently in language teaching materials. However, explicitness and implicitness are rather complex constructs; such complexity allows for multiple nuances and perspectives in their analysis, and this fact poses a real challenge for their identification in the learning and teaching process and materials. We focus here on ELT materials and aim at the building of a reliable construct which may help in the identification of their potential for promoting implicit and explicit components. We first determined the features to identify the construct for implicitness and explicitness; next, we validated it and then we applied it to the analysis of the activities included in three sample units of three textbooks. The results were computed along a continuum ranging from 0 to 10 in each activity. The systematization and computation of results will hopefully offer a reliable figure regarding the identification of the degree of explicitness and/or implicitness in the materials analysed.

Références bibliographiques

  • Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89(4), 369-406.
  • Anderson, J. R., Bothell, D., Byrne, M. D., Douglass, S., Lebiere, C. & Qin, Y. (2004). An Integrated Theory of the Mind. Psychological Review, 111, 1036-1060.
  • Anderson, J. R. (2005). Cognitive Psychology and its Implications. New York: Worth Publishers.
  • Criado Sánchez, R. (2008). Patterns of Activity Sequencing in the Teaching of English as a Foreign Language and their Effects on Learning: A Quasi-experimental Study. PhD Dissertation. University of Murcia, Spain.
  • Criado Sánchez, R. (2010). Activity Sequencing in Foreign Language Teaching Textbooks. A Cognitive and Communicative Processes-Based Perspective. Saarbrücken, Germany: LAP Lambert Academic Publishing AG & Co. KG.
  • DeKeyser, R.M. (2003). Implicit and explicit learning. In C. J. Doughty & M. H. Long (Eds.), Handbook of Second Language Acquisition (pp. 313-348). Cambridge, Mass.: Blackwell.
  • DeKeyser, R.M. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 42-63). Cambridge: Cambridge University Press.
  • DeKeyser, R. M. (2007a). Skill acquisition theory. In B. VanPatten and J. Williams (Eds.), Theories in Second Language Acquisition. An Introduction (pp. 97-113). Mahwah, N.J.: Lawrence Erlbaum Associates.
  • DeKeyser, R. M. (2007b). Introduction: Situating the concept of practice. In R. M. DeKeyser (Ed.), Practice in a Second Language. Perspectives from Applied Linguistics and Cognitive Psychology (pp. 1-18). Cambridge: Cambridge University Press.
  • Dörnyei, Z. (2009). The Psychology of Second Language Acquisition. Oxford: Oxford University Press.
  • Ellis, N. C. (1994). Implicit and explicit language learning. In N. C. Ellis (Ed.), Implicit and Explicit Learning of Languages (pp. 79-114). San Diego: Academic Press.
  • Ellis, N. C. (1998). Emergentism, Connectionism and Language Learning. Language Learning, 48(4), 631-664.
  • Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27(2), 305-352.
  • Ellis, N. C. (2006). Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics, 27(2), 164-194.
  • Ellis, N. C. (2007). SLA: The associative-cognitive creed. In B. VanPatten & J. Williams (Eds.), Theories in Second Language Acquisition: An Introduction (pp. 77-96). Cambridge: Cambridge University Press.
  • Ellis, R. (1994). A theory of instructed second language acquisition. In N. C. Ellis (Ed.), Implicit and Explicit Learning of Languages (pp. 79-114). London: Academic Press.
  • Ellis, R. (2005a). Measuring implicit and explicit knowledge of a second language. A psychometric Study. Studies in Second Language Acquisition, 27, 141-172.
  • Ellis, R. (2005b). Principles of instructed language learning. System, 33, 209-224.
  • Ellis, R. (2006). Modeling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics, 27(3), 431-463.
  • Ellis, R. (2007). The differential effects of corrective feedback on two grammatical structures. In A. Mackey (Ed.), Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies (pp. 339-360). Oxford; New York: Oxford University Press.
  • Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp & H. Reindeers (Eds.), Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (pp. 1-26). Bristol: Multilingual Matters.
  • Hulstijn, J.H. (2003). Incidental and intentional learning. In C. Doughty & M.H. Long (Eds.), The Handbook of Second Language Research (pp. 349-381). London: Blackwell.
  • Hulstijn, J. H. (2005). Theoretical and empirical issues in the study of implicit and explicit second language learning: Introduction. Studies in Second Language Acquisition, 27(2), 129-140.
  • Johnson, K. (1994). Teaching declarative and procedural knowledge. In M. Bygate, A. Tonkin & E. Williams (Eds.), Grammar and the Language Teacher (pp. 121-131). London: Prentice Hall.
  • Johnson, K. (1996). Language Teaching and Skill Learning. Oxford: Blackwell.
  • Johnson, K. (2008). An Introduction to Foreign Language Learning and Teaching. (2nd ed.). Harlow, Essex, London; New York: Longman.
  • Krashen, S. (1981). Second language acquisition and second language learning. Oxford, England: Pergamon.
  • Krashen, S. D. (1982). Principles and Practice in Second Language Learning. London: Pergamon Press Ltd.
  • Lebeau, I. & Rees, G. (2008). Language Leader Elementary Coursebook and CD-ROM. Harlow: Pearson/Longman.
  • Leow, R. P. (1997). Attention, awareness, and foreign language behavior. Language Learning, 47(3), 467-505.
  • Long, M. & Robinson, P. (1998). Focus on form: Theory, research and practice. In C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 15-41). Cambridge: Cambridge University Press.
  • Mackey, A. & Abbuhl, R. (2005). Input and interaction. In C. Sanz (Ed.), Mind & Context in Adult Second Language Acquisition. Methods, Theory and Practice (pp. 207-233). Washington D. C.: Georgetown University Press.
  • O’Malley, J. M., Chamot, A. U. & Walker, C. (1987). Some applications of cognitive theory to second language acquisition. Studies in Second Language Acquisition, 9, 287-306.
  • Oxenden, C., Latham-Koening, C. & Seligson, P. (2004). New English File Elementary Student’s Book. Oxford: Oxford University Press
  • Paradis, M. (1994). Neurolinguistic aspects of explicit and implicit memory: implications for bilingualism in SLA. In N. C. Ellis (Ed.), Implicit and explicit learning of languages. (pp. 393- 418). London: Academic Press.
  • Paradis, M. (2009). Declarative and Procedural Determinants of Second Languages. Amsterdam: John Benjamins.
  • Pienemann, M. (1989). Is language teachable? Applied Linguistics, 10, 52-79.
  • Redston, C. & Cunningham, G. (2005). Face2face Elementary. Student’s Book. Cambridge: Cambridge University Press.
  • Reinders, H. & Ellis, R. (2009). The effects of Two Types of Input on Intake and the Acquisition of Implicit and Explicit Knowledge. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp & H. Reindeers (Eds.), Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (pp. 281-302). Bristol: Multilingual Matters.
  • Richards J. & Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.) Cambridge: Cambridge University Press.
  • Robinson, P. (1996). Consciousness, Rules and Instructed Second Language Acquisition. New York: Peter Lang.
  • Rosa, E. & O’Neill, M. D. (1999). Explicitness, intake, and the issue of awareness. Studies in Second Language Acquisition, 21(4), 511-556.
  • Rutherford, W. & Sharwood Smith, M. (1985). Consciousness raising and universal grammar. Applied Linguistics, 6, 274-82.
  • Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid: SGEL, S.A.
  • Sanz, C. & Morgan-Short, K. (2005). Explicitness in pedagogical interventions: Input, practice, and feedback. In C. Sanz, (Ed.), Mind & Context in Adult Second Language Acquisition. Methods, Theory and Practice (pp. 234-263). Washington D.C.: Georgetown University Press.
  • Sharwood Smith, M. (1991). Speaking to many minds: On the relevance of different types of language information for the L2 learner. Second Language Research, 7(2), 118-132.
  • Sharwood Smith, M. (1993). Input enhancement in instructed SLA; theoretical bases. Studies in Second Language Acquisition, 15(2), 165-179.
  • Schmidt, R. W. (1990). Consciousness in second language learning. Applied Linguistics, 11(2), 129- 158.
  • Schmidt, R. (1993a). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206-226.
  • Schmidt, R. (1993b). Consciousness, learning, and interlanguage pragmatics. In G. Kasper & S. BlumKulka (Eds.), Interlanguage pragmatics (pp. 21-42). Oxford: Oxford University Press.
  • Schmidt, R. (1994). Implicit learning and the cognitive unconscious. In N. C. Ellis (Ed.), Implicit and Explicit Learning of Languages. London: Academic Press.
  • Schmidt, R. (2001). Attention. In Peter Robinson (Ed.), Cognition and Second Language Instruction (pp. 3-33). New York: Cambridge University Press.
  • Tomlinson, B. (1998). Introduction. In B. Tomlinson (Ed.), Materials Development in Language Teaching (pp. 1-24). Cambridge: Cambridge University Press.
  • Wallach, D. & Lebiere, C. (2003). Implicit and explicit learning in the unified architecture of cognition. In L. Jiménez (Ed.), Attention and Implicit Learning (pp. 215-252). Philadelphia, PA: John Benjamins.
  • Willis, D. & Willis, J. (2007). Doing Task-based Teaching. Oxford: Oxford University Press.
La source de données: Dialnet