In this book, Stroik and Putnam take on Turing's challenge. They argue that the narrow syntax – the lexicon, the Numeration, and the computational system – must reside, for reasons of conceptual necessity, within the performance systems.
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching
The implicit/explicit distinction is central to our understanding of the
nature of L2 acquisition. This book begins with an account of how this
distinction applies to L2 learning, knowledge and instruction. It then
reports a series of studies describing the development of a battery of
tests providing relatively discrete measurements of L2 explicit/implicit
knowledge. These tests were then utilized to examine a number of key issues
in SLA - the learning difficulty of different grammatical structures, the
role of L2 implicit/ explicit knowledge in language proficiency, the
relationship between learning experiences and learners’ language knowledge
profiles, the metalinguistic knowledge of teacher trainees and the effects
of different types of form-focused instruction on L2 acquisition. The book
concludes with a consideration of how the tests can be further developed
and applied in the study of L2 acquisition.