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I owe a debt of gratitude to Jieun (Irene) Ahn, Sehoon Jung, and Jens Schmidtke for their dedication and help in programming the experiments and collecting and analyzing the data. I am also thankful to the faculty in the German program at Michigan State University for encouraging their students to participate in the study. This paper benefited substantially from the comments of two anonymous reviewers, Alex Housen, Le Anne Spino-Seijas, Kaitlyn Tagarelli, Koen Van Gorp, and the audiences at the 2014 conference of the American Association for Applied Linguistics and the symposium on New Directions in Implicit and Explicit Language Learning. Thanks also go to Gisela Granena for advice on the word-monitoring task. Despite all the helpful input from so many sources, I alone am responsible for any remaining errors.
THE EFFECTS OF IMPLICIT INSTRUCTION ON IMPLICIT AND EXPLICIT KNOWLEDGE DEVELOPMENT
Understanding the scope of implicit, or unconscious, learning of second-language (L2) grammar is fundamental to understanding second language acquisition (SLA) and the relationship between child and adult language learning. As DeKeyser and Juffs (2005) put it, "nobody doubts that implicitly acquired procedural knowledge would be useful; the main question is to what extent it exists" (p. 441) and how it can be acquired. The current study aims to extend the support for implicit L2 learning obtained with artificial or semi-artificial languages (e.g., Leung & Williams, 2012) using a fully natural L2. Instruction focused on a subset of strong German verbs, while the effects of learning on knowledge were considered for these verbs as well as other, untrained verb exemplars. In so doing, the study investigated the interrelationship between instruction, learning, and knowledge for a target structure considered to be hard to acquire in terms of both item learning and system learning.
Implicit and Explicit Learning and Knowledge
Studying adult implicit and explicit language learning can help researchers understand the fundamental similarities and differences of SLA with other aspects of human cognition. Even though evidence for implicit adult L2 learning appears to be accruing (see Ellis, 2002; Williams, 2009, for reviews; but DeKeyser, 2003, and Leow, 2015, for more cautious positions), many questions remain and warrant an exploration of the topic beyond a narrow...