Cover -- Contents -- Authors -- Preface -- Part 1 Introduction -- Chapter 1 Implicit and Explicit Learning, Knowledge and Instruction -- Part 2 The Measurement of Implicit and Explicit Knowledge -- Chapter 2 Measuring Implicit and Explicit Knowledge of a Second Language -- Chapter 3 The Elicited Oral Imitation Test as a Measure of Implicit Knowledge -- Chapter 4 Grammaticality Judgment Tests and the Measurement of Implicit and Explicit L2 Knowledge -- Chapter 5 Validating a Test of Metalinguistic Knowledge -- Part 3 Applying the Measures of Implicit and Explicit L2 Knowledge -- Chapter 6 Investigating Learning Difficulty in Terms of Implicit and Explicit Knowledge -- Chapter 7 Implicit and Explicit Knowledge of an L2 and Language Proficiency -- Chapter 8 Pathways to Proficiency: Learning Experiences and Attainment in Implicit and Explicit Knowledge of English as a Second Language -- Chapter 9 Exploring the Explicit Knowledge of TESOL Teacher Trainees: Implications for Focus on Form in the Classroom -- Part 4 Form-focused Instruction and the Acquisition of Implicit and Explicit Knowledge -- Chapter 10 The Roles of Output-based and Input-based Instruction in the Acquisition of L2 Implicit and Explicit Knowledge -- Chapter 11 The Incidental Acquisition of Third Person -s as Implicit and Explicit Knowledge -- Chapter 12 The Effects of Two Types of Input on Intake and the Acquisition of Implicit and Explicit Knowledge -- Chapter 13 Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar -- Part 5 Conclusion -- Chapter 14 Retrospect and Prospect -- Appendix -- References -- Index.