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Modelling Learning Difficulty and Second Language Proficiency: The Differential Contributions of Implicit and Explicit Knowledge
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Ellis, Rod – Applied Linguistics, 2006
This article re-examines the question of what makes some grammatical structures more difficult to learn than others, arguing that this question can only be properly understood and investigated with reference to the distinction between implicit and explicit knowledge of a second language. Using a battery of tests that were designed to measure…
Descriptors: Second Language Learning, Language Proficiency, Grammar, Correlation