Measuring Implicit and Explicit Knowledge in Second Language Research (pages 595–626)英文资料.pdfVIP

Language Learning ISSN 0023-8333 METHODOLOGICAL REVIEW ARTICLE Measuring Implicit and Explicit Knowledge in Second Language Research Patrick Rebuschat Lancaster University This article reviews three types of measures which have been widely used in psycholog- ical research to assess the conscious or unconscious status of knowledge: retrospective verbal reports, direct and indirect tests, and subjective measures. The goal is to make these techniques available to a wide audience of second language (L2) researchers and to offer suggestions for their sound use in order to promote the study of implicit L2 learning. Each section begins with a brief definition of what it means to have acquired unconscious (implicit) knowledge according to the measure in question. This is followed by a description of representative studies that illustrate how the technique has been used and by a discussion of its limitations. Each section concludes with specific guidelines on how to apply the respective measure to the investigation of implicit and explicit L2 learning. Keywords implicit learning; explicit learning; implicit knowledge; explicit knowledge; awareness; verbal reports; subjective measures; second language acquisition Introduction The process of implicit learning is one of the central topics in cogni- tive psychology (see Cleeremans, Destrebecqz, Boyer, 1998; Perruchet, 2008; Reber, 1989; Shanks, 2005, for reviews).1 The term implicit learning I would like to thank John Williams, Zoltan Dienes, Ron Leow, and Robert DeKeyser for their ´ helpful comments on previous versions of this manuscript and Sarah Grey, Phillip Hamrick, Katie Jeong-eun Kim, Julie Lake, Kate Riestenberg, Rebecca Sachs, Kaitlyn Tagarelli, and Nicole Ziegler for constructive discussions and feedback. I am also