Awareness and learning under incidental learning conditions

References

• Alanen, R. (1995). Input enhancement and rule presentation in second language acquisition. In R. Schmidt ( Ed.), Attention and awareness in foreign language learning and teaching (pp. 259–302). Honolulu, HI: University of Hawai'i Press.
   Google Scholar
• Baayen, R.H. (2008). Analyzing linguistic data: A practical introduction to statistics using R. Cambridge: Cambridge University Press.
   Google Scholar
• Bates, D., Maechler, M., Bolker, B., & Walker, S. (2014). lme4: Linear mixed-effects models using Eigen and S4. Retrieved from http://CRAN.R-project.org/package=lme4
   Google Scholar
• Brooks, P.J., & Kempe, V. (2013). Individual differences in adult foreign language learning: The mediating effect of metalinguistic awareness. Memory and Cognition, 41, 281–296.
   PubMed Web of Science ®Google Scholar
• Cerezo, L., Caras, A., & Leow, R.P. (2016). The effectiveness of guided induction versus deductive instruction on the development of complex Spanish gustar structures. Studies in Second Language Acquisition, 38, 265–291.
   Web of Science ®Google Scholar
• Clahsen, H., & Felser, C. (2006). Grammatical processing in language learners. Applied Psycholinguistics, 27, 3–42.
   Web of Science ®Google Scholar
• Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159.
   PubMed Web of Science ®Google Scholar
• Corder, S.P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5, 161–169.
   Web of Science ®Google Scholar
• DeKeyser, R.M. (1995). Learning second language grammar rules. Studies in Second Language Acquisition, 17, 379–410.
   Google Scholar
• DeKeyser, R.M. (1997). Beyond explicit rule learning: Automatizing second language morphosyntax. Studies in Second Language Acquisition, 19, 195–221.
   Google Scholar
• DeKeyser, R.M. (2003). Implicit and explicit learning. In C. Doughty & M. Long ( Eds.), Handbook of second language acquisition (pp. 313–348). Oxford: Blackwell.
   Google Scholar
• Dienes, Z. (2008). Subjective measures of unconscious knowledge. Progress in Brain Research, 168, 49–64.
   PubMed Web of Science ®Google Scholar
• Dienes, Z., & Scott, R. (2005). Measuring unconscious knowledge: Distinguishing structural knowledge and judgement knowledge. Psychological Research, 69, 338–351.
   PubMed Web of Science ®Google Scholar
• Dienes, Z., Altmann, G., Kwan, L., & Goode, A. (1995). Unconscious knowledge of artificial grammars is applied strategically. Journal of Experimental Psychology, 21, 1322–1338.
   Google Scholar
• Dulany, D. E., Carlson, R., & Dewey, G. (1984). A case of syntactical learning and judgement: How concrete and how abstract? Journal of Experimental Psychology, 113, 541–555.
   Google Scholar
• Earp, B.D., & Trafimow, D. (2015). Replication, falsification, and the crisis of confidence in social psychology. Frontiers in Psychology, 6, 621–632.
   PubMed Web of Science ®Google Scholar
• Ellis, R. (2004). The definition and measurement of L2 explicit knowledge. Language Learning, 52, 227–275.
   Web of Science ®Google Scholar
• Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27, 141–171.
   Web of Science ®Google Scholar
• Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., & Reinders, H. (2009). Implicit and explicit knowledge in second language learning, testing and teaching. Bristol: Multilingual Matters.
   Google Scholar
• Goldschneider, J.M., & DeKeyser, R.M. (2001). Explaining the “natural order of L2 morpheme acquisition” in English: A meta-analysis of multiple determinants. Language Learning, 51, 1–50.
   Web of Science ®Google Scholar
• Gómez, R.L. (2007). Statistical learning in infant language development. InM. Gareth Gaskell ( Ed.), The Oxford handbook of psycholinguistics (pp. 601–616). Oxford: Oxford University Press.
   Google Scholar
• Grey, S., Williams, J.N., & Rebuschat, P. (2014). Incidental exposure and L3 learning of morphosyntax. Studies in Second Language Acquisition, 36, 1–34.
   Web of Science ®Google Scholar
• Hama, M., & Leow, R.P. (2010). Learning without awareness revisited. Studies in Second Language Acquisition, 32, 465–491.
   Web of Science ®Google Scholar
• Jaeger, T.F. (2008). Categorical data analysis: Away from ANOVAs (transformation or not) and towards logit mixed models. Journal of Memory and Language, 59, 434–446.
   PubMed Web of Science ®Google Scholar
• Krashen, S.D. (1982). Principles and practice in second language acquisition (pp. 33–49). Oxford: Pergamon.
   Google Scholar
• Leow, R.P. (1997). Attention, awareness, and foreign language behaviour. Language Learning, 47, 467–505.
   Web of Science ®Google Scholar
• Leow, R.P. (2001). Attention, awareness, and foreign language behaviour. Language Learning, 51, 113–155.
   Web of Science ®Google Scholar
• Leow, R.P. (2015a). Implicit learning in SLA: Of processes and products. In P. Rebuschat ( Ed.), Implicit and explicit learning of languages (pp. 47–66). Amsterdam: John Benjamins.
   Google Scholar
• Leow, R.P. (2015b). Explicit learning in the L2 classroom: A student-centred approach. New York, NY: Routledge/Taylor & Francis.
   Google Scholar
• Leow, R.P., & Hama, M.K. (2013). Implicit learning in SLA and the issue of internal validity: A response to Leung and Williams’ “The implicit learning of mappings between forms and contextually derived meanings.” Studies in Second Language Acquisition, 35, 545–557.
   Web of Science ®Google Scholar
• Leow, R.P., & Zamora, C.C. (2017). Intentional and incidental learning. In S. Loewen & M. Sato ( Eds.), Routledge handbook of instructed second language acquisition. New York, NY: Routledge.
   Google Scholar
• Long, M.H. (2015). Second language acquisition and task-based language teaching. Malden, MA: Wiley-Blackwell.
   Google Scholar
• Loscalzo, J. (2012). Irreproducible experimental results: Causes, (mis)interpretations, and consequences. Circulation, 125, 1211–1214.
   PubMed Web of Science ®Google Scholar
• Marsden, E., Mackey, A., & Plonsky, L. (2016). The IRIS repository: Advancing research practice and methodology. In A. Mackey & E. Marsden (Eds.), Advancing methodology and practice: The IRIS repository of instruments for research into second languages (pp. 1–21). New York, NY: Routledge.
   Google Scholar
• Muthmann, G. (2002). Reverse English dictionary: Based on phonological and morphological principles. Berlin: Mouton de Gruyter.
   Google Scholar
• Perruchet, P. (2008). Implicit learning. In H.L. Roediger (Ed.), Cognitive psychology of memory, Volume 2 (pp. 597–621). Oxford: Elsevier.
   Google Scholar
• R Core Team. (2014). R: A language and environment for statistical computing. Vienna: R Foundation for Statistical Computing.
   Google Scholar
• Reber, A.S. (1993). Implicit learning and tacit knowledge: An essay on the cognitive unconscious. London: Clarendon Press.
   Google Scholar
• Rebuschat, P. (2013). Measuring implicit and explicit knowledge in second language research. Language Learning, 63, 595–626.
   Web of Science ®Google Scholar
• Rebuschat, P., Hamrick, P., Sachs, R., Riestenberg, K., & Ziegler, N. (2015). Triangulating measures of awareness: A contribution to the debate on learning without awareness. Studies in Second Language Acquisition, 37, 299–334.
   Web of Science ®Google Scholar
• Rebuschat, P., & Williams, J.N. (2012). Implicit and explicit knowledge in second language acquisition. Applied Psycholinguistics, 33, 829–856.
   Web of Science ®Google Scholar
• Robertson, E.M. (2007). The serial reaction time task: Implicit motor skill learning? Journal of Neuroscience, 27, 10073–10075.
   PubMed Web of Science ®Google Scholar
• Robinson, P. (1997). Generalisability and automaticity of second language learning under implicit, incidental, enhanced, and instructed conditions. Studies in Second Language Acquisition, 19, 223–247.
   Google Scholar
• Robinson, P. (2002). Effects of individual differences in intelligence, aptitude and working memory on adult incidental SLA: A replication and extension of Reber, Walkenfeld and Hernstadt, 1991. In P. Robinson ( Ed.), Individual differences and instructed language learning (pp. 211–266). Amsterdam: John Benjamins.
   Google Scholar
• Robinson, P. (2005). Cognitive abilities, chunk-strength, and frequency effects in implicit artificial grammar and incidental L2 learning: Replications of Reber, Walkenfeld, and Hernstadt (1991) and Knowlton and Squire (1996) and their relevance for SLA. Studies in Second Language Acquisition, 27, 235–268.
   Web of Science ®Google Scholar
• Rogers, J. (2016). Developing implicit and explicit knowledge of L2 case marking under incidental learning conditions (unpublished doctoral dissertation). London: University College London.
   Google Scholar
• Rogers, J., Révész, A., & Rebuschat, P. (2015). Challenges in implicit learning research: Validating a novel artificial language. In P. Rebuschat ( Ed.), Implicit and explicit learning of languages (pp. 273–298). Amsterdam: John Benjamins.
   Google Scholar
• Rogers, J., Révész, A., & Rebuschat, P. (2016). Implicit and explicit knowledge of inflectional morphology. Applied Psycholinguistics, 37, 781–812. doi:https://doi.org/10.1017/S0142716415000247
   Web of Science ®Google Scholar
• Rosa, E.E., & Leow, R.P. (2004). Awareness, different learning conditions, and L2 development. Applied Psycholinguistics, 25, 269–292.
   Web of Science ®Google Scholar
• Rosa, E.E., & O'Neill, M.D. (1999). Explicitness, intake, and the issue of awareness. Studies in Second Language Acquisition, 21, 511–556.
   Google Scholar
• Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–158.
   Web of Science ®Google Scholar
• Schütze, C.T. (2001). On the nature of default case. Syntax, 4, 205–238.
   Google Scholar
• Serafini, E. (2013). Cognitive and psychological factors in the long-term development of implicit and explicit second language knowledge in adult learners of Spanish at increasing proficiency ( Unpublished doctoral dissertation). Georgetown University, Washington, DC.
   Google Scholar
• Suzuki, Y., & DeKeyser, R. (2015). Comparing elicited imitation and word monitoring as measures of implicit knowledge. Language Learning, 65(4), 860–895.
   Web of Science ®Google Scholar
• VanPatten, B. (2004). Input processing in SLA. In B. VanPatten ( Ed.), Processing instruction: Theory, research, and commentary (pp. 5–32). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• VanPatten, B. (2007). Input processing in adult second language acquisition. In B. VanPatten & J. Williams ( Eds.), Theories in second language acquisition (pp. 115–136). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Williams, J.N. (2005). Learning without awareness. Studies in Second Language Acquisition, 27, 269–304.
   Web of Science ®Google Scholar
• Williams, J.N., & Kuribara, C. (2008). Comparing a nativist and emergentist approach to the initial stage of SLA: An investigation of Japanese scrambling. Lingua, 118, 522–553.
   Web of Science ®Google Scholar
• Ziori, E., & Dienes, Z. (2012). The time course of implicit and explicit concept learning. Consciousness and Cognition, 21, 204–216.
   PubMed Web of Science ®Google Scholar