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Oxford Handbook of Corpus Phonology

Edited by Jacques Durand, Ulrike Gut, and Gjert Kristoffersen

Offers the first detailed examination of corpus phonology and serves as a practical guide for researchers interested in compiling or using phonological corpora

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The Languages of the Jews: A Sociolinguistic History

By Bernard Spolsky

A vivid commentary on Jewish survival and Jewish speech communities that will be enjoyed by the general reader, and is essential reading for students and researchers interested in the study of Middle Eastern languages, Jewish studies, and sociolinguistics.

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Indo-European Linguistics

New Open Access journal on Indo-European Linguistics is now available!

Academic Paper

Title: Theoretical and empirical issues in the study of implicit and explicit learning
Author: Jan H. Hulstijn
Email: click here to access email
Institution: University of Amsterdam
Linguistic Field: Language Acquisition
Abstract: There are good theoretical and educational reasons to place matters of implicit and explicit learning high on the agenda for SLA research. As for theoretical motivations, perhaps the most central issue in SLA theory construction in need of explanation is the differential success in one's first language (L1) and in one's second language (L2). Although acquisition of an L1 results in full mastery of the language (provided that children are exposed to sufficient quantities of input and do not suffer from mental disabilities), learners of an L2—even after many years of L2 exposure—differ widely in level of attainment. How can we explain universal success in the case of L1 acquisition and differential success in the case of L2 acquisition? Among the many explanations that have been proposed, including brain maturation and brain adaptation processes (critical period), access to Universal Grammar, L1 interference, and sociopsychological factors (see Hyltenstam & Abrahamsson, 2003, for a review), one finds explanations that involve the notions of implicit and explicit learning. Scholars working in different disciplines, in different theoretical schools, and sometimes using different terminology have argued that L1 acquisition (or at least the acquisition of L1 grammar) relies principally on processes of what we might now call implicit learning, whereas the acquisition of an L2 often relies on both implicit and explicit learning (Bley-Vroman, 1991; DeKeyser, 2003; N. Ellis, this issue; R. Ellis, 2004; Krashen, 1981; Reber & Allen, 2000).


This article appears in Studies in Second Language Acquisition Vol. 27, Issue 2, which you can read on Cambridge's site or on LINGUIST .

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