Cover -- Contents -- Preface -- Abbreviations -- 1. Introduction -- 1.1 Personal story of learning English and motivation for the current topic -- 1.2 Organization of the book -- Part I: Implicit and explicit linguistic knowledge -- 2. Key concepts -- 2.1 Consciousness in L2 learning -- 2.2 Implicit and explicit language learning -- 2.3 Implicit and explicit linguistic knowledge -- 2.3.1 Neurolinguistic evidence for the distinction between implicit and explicit linguistic knowledge -- 2.3.2 Different views of the relationship between implicit and explicit L2 knowledge -- 3. Measuring implicit and explicit knowledge: Empirical studies -- 3.1 Study 1: Han and Ellis's (1998) study -- 3.2 Study 2: R. Ellis's (2005, 2009) study -- 3.2.1 Validating study 1: validating the EIT as a measure of implicit knowledge (Erlam, 2006, 2009) -- 3.2.2 Validating study 2: validating the timed and untimed grammaticality Judgment tests as measures of implicit and explicit knowledge respectively (Loewen, 2009) -- 3.2.3 Validating study 3: validating a test of metalinguistic knowledge (Elder, 2009) -- 3.3 Study 3: validating the battery of tests in R. Ellis (2005, 2009) as measures of implicit and explicit knowledge in a different language (Bowles, 2011) -- 4. Measuring Chinese third-year university students' implicit and explicit knowledge -- 4.1 Research site and participants -- 4.2 Instrumentation -- 4.2.1 Target structures -- 4.2.2 Tests of implicit and explicit knowledge -- 4.3 Results and discussion of students' linguistic knowledge -- 4.3.1 Testing instruments of implicit and explicit knowledge -- 4.3.2 The third year students' linguistic knowledge structure -- 4.3.3 Type 1, Type 2 and Type 3 linguistic knowledge -- 4.3.4 Discussion of the three types of knowledge -- Part II: Implicit, explicit linguistic knowledge and general language proficiency.

5. Psychololinguistic perspectives of general language proficiency in SLA -- 6. Empirical studies of investigating the relationship between implicit/explicit knowledge and general language proficiency -- 6.1 Han and Ellis's (1998) study -- 6.2 Elder and Ellis's (2009) study -- 7. Investigating the relationship between implicit/explicit knowledge and general language proficiency: What can Chinese university students tell us? -- Part III: Implicit, explicit linguistic knowledge and individual learner differences -- 8. Psychological factors and learners' implicit/explicit knowledge -- 8.1 Individual learner differences -- 8.1.1 Language analytic ability -- 8.1.2 Language learning motivation -- 8.1.3 Foreign language anxiety -- 8.1.4 Learner beliefs about foreign language learning -- 8.2 Exploring the role of individual difference factors in distinguishing Chinese third-year university students' linguistic knowledge -- 8.2.1 Instruments for investigating individual differences -- 8.2.2 Results and discussion of the role of individual learner differences in third-year students' linguistic knowledge -- 9. Critical thinking: What can Chinese third-year university students tell us? -- 9.1 Introduction -- 9.2 Summary of the main findings -- 9.3 Theoretical contributions and pedagogical implications -- 9.4 Limitations of the current study -- 9.5 Suggestions for future research -- 9.6 Conclusion -- References -- Appendix A -- Index.