Modelling Learning Difficulty and Second Language Proficiency: The Differential Contributions of Implicit and Explicit Knowledge

Journal Article Modelling Learning Difficulty and Second Language Proficiency: The Differential Contributions of Implicit and Explicit Knowledge Get access Rod Ellis Rod Ellis University of Auckland Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 27, Issue 3, September 2006, Pages 431–463, https://doi.org/10.1093/applin/aml022 Published: 01 September 2006 Article history Accepted: 01 May 2005 Published: 01 September 2006