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L2 Explicit Knowledge Does Matter in SLA Development

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dc.contributor.authorFatma Aydın
dc.contributor.authorAYDIN, FATMA
dc.contributor.orcid0000-0002-4625-7122
dc.date.accessioned2025-11-18T22:54:07Z
dc.date.issued2024-08-09
dc.identifier.doihttps://doi.org/10.4018/979-8-3693-3645-8.ch007
dc.identifier.endpage198
dc.identifier.issn2326-8905
dc.identifier.openalexW4401610566
dc.identifier.startpage170
dc.identifier.urihttps://hdl.handle.net/11421/16820
dc.identifier.urihttps://doi.org/10.4018/979-8-3693-3645-8.ch007
dc.language.isoen
dc.relation.ispartofAdvances in educational technologies and instructional design book series
dc.rightsrestrictedAccess
dc.subjectGrammaticality
dc.subjectExplicit knowledge
dc.subjectDescriptive knowledge
dc.subjectImplicit knowledge
dc.subjectRasch model
dc.subjectProcedural knowledge
dc.subjectPsychology
dc.subjectJudgement
dc.subjectComputer science
dc.subjectInterlanguage
dc.subjectLinguistics
dc.subjectCognitive psychology
dc.subjectDomain knowledge
dc.subjectCognitive science
dc.subjectArtificial intelligence
dc.subjectGrammar
dc.subjectKnowledge management
dc.subjectEpistemology
dc.subjectDevelopmental psychology
dc.subject.sdg4
dc.titleL2 Explicit Knowledge Does Matter in SLA Development
dc.typebook-chapter
dspace.entity.typePublication
local.authorid.openalexA5057066262

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