Implicit Learning and Explicit Learning in Second Language Vocabulary Acquisition

Implicit and explicit learning strategies of SL vocabulary acquisition are summarized based on precious studies and experiments. It is concluded that implicit learning strategies dolittlehelpto SL vocabulary acquisition, but explicit learning strategies play a very important part in SL vocabulary acquisition. Besides, an assumption is proposed: the more obvious explicit learning is in vocabulary acquisition, the more words learners can acquire. It is hoped that this research has certain implications for SL learners and teaching.

Application of an Explicit Upstream FEM in Estuary Study

The Explicit Upstream FEM (EU-FEM) proposed in this paper not only possesses the advantages of saving memory and CPU time for FDM, but also fits boundary easily, arranges nodal points flexibly and makes local grids fine down conveniently. The software package, which consists of EU-FEM models and pre/post-processing skills, has been widely used to estuary, near-shore, bay, lake and complex waters with many islands and channels. In addition to flow field, this model can be used to calculate the distribution fields of pollutants, temperature, salinity, sediment, and oil spill, and can be used to case study of estuary regulation projects. Some practical applications are presented and some problems discussed.

An efficient method for train-track-substructure dynamic interaction analysis by implicit-explicit integration and multi-time-step solution

In this work,a method is put forward to obtain the dynamic solution efficiently and accurately for a large-scale train-track-substructure(TTS)system.It is called implicit-explicit integration and multi-time-step solution method(abbreviated as mI-nE-MTS method).The TTS system is divided into train-track subsystem and substruc-ture subsystem.Considering that the root cause of low effi-ciency of obtaining TTS solution lies in solving the alge-braic equation of the substructures,the high-efficient Zhai method,an explicit integration scheme,can be introduced to avoid matrix inversion process.The train-track system is solved by implicitly Park method.Moreover,it is known that the requirement of time step size differs for different sub-systems,integration methods and structural frequency response characteristics.A multi-time-step solution is pro-posed,in which time step size for the train-track subsystem and the substructure subsystem can be arbitrarily chosen once satisfying stability and precision demand,namely the time spent for m implicit integral steps is equal to n explicit integral steps,i.e.,mI=nE as mentioned above.The numeri-cal examples show the accuracy,efficiency,and engineering practicality of the proposed method.

Explicit–Implicit Co-Simulation Techniques for Dynamic Responses of a Passenger Car on Arbitrary Road Surfaces

To study the durability of a passenger car, this work investigates numerical simulation techniques. The investigations are based on an explicit implicit approach in which substructure techniques are used to reduce the simulation time, allowing full vehicle dynamic analyses to be performed on a timescale that is dif cult or impossible with the conventional nite element model (FEM). The model used here includes all necessary nonlinearities in order to maintain accuracy. All key components of the car structure are modeled with deformable materials. Tire road interactions are modeled in the explicit package with contact-impact interfaces with arbitrary frictional and geometric properties. Key parameters of the responses of the car driven on six different kinds of test road surfaces are examined and compared with experimental values. It can be concluded that the explicit implicit co-simulation techniques used here are ef cient and accurate enough for engineering purposes. This paper also discusses the limitations of the proposed method and outlines possible improvements for future work.

The Correlation between Explicit Grammatical Knowledge,Implicit Grammatical Knowledge and Reading Comprehension Ability of Senior High School Students

The role of grammar in language teaching has always been the question that researchers debate.In recent years,grammar knowledge has been distinguished in the foreign language acquisition research,namely the implicit knowledge and the explicit knowledge(Dai Manchun 2005;Gu Qiyi 2005).As to the reaserch of implicit and explicit grammar knowledge as well as their measurement,it is easy to find that many scholars have studied the role of two different kinds of grammar knowledge in second language development.But the research on the role of implicit and explicit grammar knowledge in second language reading comprehension is too few,not to mention the research on the role of implicit and explicit grammar knowledge in English reading comprehension in the senior high school.The purpose of this study is to find the relationship between implicit and explicit grammatical knowledge and English reading comprehension ability of senior high school students.In addition,since the vocabulary is important to reading comprehension,this factor will also be considered in the study.

Explicit Grammar and Implicit Grammar Teaching for English Major Students in University

The status of English grammar teaching in English teaching has weakened and even once disappeared in part English class; until the late 1980s, foreign English teachers had a consistent view of the importance of grammar teaching. In recent years, more and more domestic scholars begin to think about the situation of China and explore the grammar teaching method. This article will review the explicit grammar instruction and implicit grammar teaching research, collect and analyze the integration of explicit grammar instruction and implicit grammar teaching strategy and its advantages in the grammar teaching.

Alternating segment explicit-implicit scheme for nonlinear third-order KdV equation

A group of asymmetric difference schemes to approach the Korteweg-de Vries （KdV） equation is given here. According to such schemes, the full explicit difference scheme and the full implicit one, an alternating segment explicit-implicit difference scheme for solving the KdV equation is constructed. The scheme is linear unconditionally stable by the analysis of linearization procedure, and is used directly on the parallel computer. The numerical experiments show that the method has high accuracy.

An Analysis of the Relationship between Implicit and Explicit Knowledge——the Grammar Study

The discussions about cognition psychology in the field of second language acquisition(SLA) exert great influence on language teaching practice and theoretical research.Interface positions on the role of explicit and implicit knowledge in SLA have led to further exploration by different researchers.This paper,on the basis of previous studies,makes a brief review of the relation ship between implicit and explicit knowledge,focusing on the analysis of interface position and its role in grammar teaching and learning.

Explicit concomitance of implicit method to solve vibration equation

It has been proven that the implicit method used to solve the vibration equation can be transformed into an explicit method,which is called the concomitant explicit method.The constant acceleration method's concomitant explicit method was used as an example and is described in detail in this paper.The relationship between the implicit method and explicit method is defined,which provides some guidance about how to create a new explicit method that has high precision and computational efficiency.

Study on Contact Algorithm of Dynamic Explicit FEM for Sheet Forming Simulation

Based on existing algorithms, a newly developed contact search algorithm is proposed. The new algorithm consists of global search, local searching, local tracking and penetration calculation processes. It requires no iteration steps. It can deal with not only general tool surfaces with vertical walls, but also tool surfaces meshed with elements having very poor aspect ratios. It is demonstrated that the FE code employing this new contact search algorithm becomes more reliable, efficient and accurate for sheet metal forming simulation than conventional ones.

Conscious, Explicit Memory, Implicit Memory, and Instincts as the Four-Component Mind for the Mental Origins of Psychotherapy and Personality

This paper proposes that conscious, explicit memory, implicit memory, and instincts constitute the four-component mind for the mental origins of psychotherapy and personality. The mental origin of the personality theories including the big five personality traits, the MBTI, the social style model, the Hofstede’s cultural dimensions, and the Schwartz’s theory of basic human values is from the unconscious instincts (the six social and three mental protective instincts). The three mental protective instincts that contain the three instinctive countermeasures against the three adversities are hyperactivity countermeasure against danger, phobia countermeasure against unfamiliarity-uncertainty, and comforter countermeasure against hardship. Each countermeasure is regulated (moderated) by a regulator to minimize overactive countermeasure as physical regulator to minimize overactive immunity in physical immune system. Severe adversities and ineffective regulators over-activate protective countermeasures to generate overactive countermeasures as overactive hyperactivity, overactive phobia, and overactive comforter, corresponding to dramatic-impulsive cluster, anxious-fearful cluster, and odd-eccentric cluster, respectively for personality-mental disorders in the DSM-5. Such disordered behavioral habits are stored in unconscious implicit memory which generates disordered thought patterns in pre-conscious explicit memory. For psychotherapy, cognitive behavioral therapy (CBT) normalizes disordered thought patterns in explicit memory to normalize disordered behavioral habit memory in implicit memory through the repetitive training in normalizing thought patterns, feelings, and behaviors. For psychotherapy, mindfulness meditation strengthens conscious attention (working memory) to normalize disordered behavioral habit memory through the repetitive training in directing conscious attention to the breath or body. In conclusion, the mental origin of personality-mental disorders is from the overactive mental protective instincts. The mental origin of psychotherapy is from therapeutic implicit memory and conscious attention for CBT and mindfulness meditation, respectively. The mental origin of personality is from the unconscious instincts. Therefore, the four-component mind of conscious, explicit memory, implicit memory, and instincts explains the origin, the storage, and the normalization of personality-mental disorders for psychotherapy, and provides the mental origin of personality.

Pathogenicity characterization with implicit and explicit molecular dynamics simulation

The contribution of water molecules in molecular dynamics simulation (MDS) is unquestionably high, particularly for enzymatic interaction which occurred in the cytoplasmic environment. The addition of water molecules to the system will surely influence different direct interaction between active site residues and substrate. We try to theoretically investigate to what extent the pathogenicity characterization will varies in different neuraminidase-sialic acid complex systems. The heating dynamics simulations were produced with and without TIP3P water molecules. The periodic boundary system was made for explicitly added TIP3P water molecules and generalized born molecular volume (GBMV) energy contribution was added for implicit solvent system. Both complexes, neuraminidasesialic acid of A/Tokyo/3/67 and A/Pennsylvania/10218/ 84, which have a different pathogenicity levels were minimized and simulated. The result shows more residues produced hydrogen bonds with substrate when water molecules were not added to the system. The binding free energies also show differences. Overall, even the values of energy differences, but an implicit solvent provides the similar result (HPAI complex has higher activity than LPAI for both systems) in characterization of pathogenic virus neuraminidase activity.

The Role of Attitude Strength in Predicting Organ Donation Behaviour by Implicit and Explicit Attitude Measures

Explicit attitude measures seem to be rather poor predictors of organ donation behaviour. This study examined whether implicit attitude measures acted as better predictors. Special attention was paid to the moderating role played by attitude strength in predicting deliberate donation behaviour. In this study (N = 78), explicit and implicit measures of attitudes towards organ donation, as well as behavioural commitment, were assessed. Implicit associations were measured by an Implicit Association Test;five constructs assessed self-reported—understood as reflected—attitude strength. The explicit attitude measure appeared to be the best single predictor of whether the participant ended up taking an organ donor card. More importantly, test results demonstrated the moderating role of attitude strength. In the case of low attitude strength, the likelihood of taking a donor card increased with an increasing positive implicit association. In contrast, increasing strength was associated with a weaker link between card taking and the implicit attitude measure. The results are discussed in light of the power of implicit associations to predict more deliberate behaviours.

Implicit and Explicit Analysis of the Response of Blast Loaded Reinforced Concrete Slabs

Implicit and explicit analyses were examined with experimental work done by Razaqpur et al. In the experiment work, two 1000 × 1000 × 70 mm reinforced concrete slabs were constructed. The slabs were subjected to blast loads generated by the detonation of either 22.4 kg or 33.4 kg of ANFO located at a 3.0 m standoff. Blast wave characteristics, including incident and reflected pressures and reflected impulses were measured. The slabs were modeled by implicit and explicit analysis to study their behavior under blast load to compare their predicted and observed behavior. The post-blast damage and mode of failure of each slab were observed. It was concluded that explicit analysis provides better modeling than implicit analysis.

On Implicit and Explicit Knowledge in SLA

Many linguists probe into a controversial question about implicit knowledge and explicit knowledge which are very important in second language acquisition(SLA) and second language teaching.According to the theoretical research and pedagogical practice,the claim that language learners possess two kinds of knowledge is true in the process of language learning.

Explicitness and implicitness of utterances

Three pragmatic theories in terms of two properties of utterance-explicitness and implicitness are surveyed, with a general commentary and a proposal of further development in the study of explicitness and implicitness of utterance in view of its sound features.

FEM and EFG Quasi-Static Explicit Buckling Analysis for Thin-Walled Members

The quasi-static explicit finite element method (FEM) and element free Galerkin (EFG) method are applied to trace the post-buckling equilibrium path of thin-walled members in this paper. The factors that primarily control the explicit buckling solutions, such as the computation time, loading function and dynamic relaxation, are investigated and suggested for the buckling analysis of thin-walled members. Three examples of different buckling modes, namely snap-through, overall and local buckling, are studied based on the implicit FEM, quasi-static explicit FEM and EFG method via the commercial software LS-DYNA. The convergence rate and accuracy of the explicit methods are compared with the conventional implicit arc-length method. It is drawn that EFG quasi-static explicit buckling analysis presents the same accurate results as implicit finite element solution, but is without convergence problem and of less-consumption of computing time than FEM.

An Article Review： Impact of Explicit Instruction on EFL Learners＇ Implicit and Explicit Knowledge： A Case of English Relative Clauses

This review discusses Nezakat-Alhossaini, Youhanaee, and Moinzadeh＇s research study entitled ＂Impact of Explicit Instruction on EFL Learners＇ Implicit and Explicit Knowledge： A Case of English Relative Clauses.＂ This study was chosen for evaluation because it strives to attach significance to explicit instruction in L2 acquisition, unlike other more recent research, which seeks to reinforce implicit instruction as it is viewed as the idealistic goal of language learning （Rebuschat ＆ William, 2009）. The present review will be developed by means of an evaluation of Alhossaini and her colleagues＇ study, consisting of a concise summary of the study, a classification of the philosophical perspective, the selection of criteria, and the strengths and weaknesses of the study. In this review, I hope that I succeed to broadly navigate the research enterprise, commencing with the philosophical perspective of research, such as the epistemological and ontological stances shaping the philosophical perspective and then colouring the research. By reviewing this study, I would also hope that I successfully evaluate the research quality by using appropriate criteria in an attempt to suggest potential directions for further research （under strengths and weaknesses of the study）.

Study on Implicit and Explicit Learning Theory in English Grammar Teaching

The teachers use explicit learning in the traditional teaching of English grammar, which pays great attention to the master of grammar knowledge points. Nowadays, some English teachers excessively emphasize the importance of teaching grammar imperceptibly, but neglect to explain the rules of grammar. The diametrically isolation of implicit and explicit learning doesn＇t correspond with the English grammar teaching. So the teachers should combine the two learning styles in order to make the best use of them to teach English grammar.

Implicit Learning and Explicit Learning in the Context of Teaching Chinese as a Foreign Language By Analyzing the Textbook Kuaile Hanyu

With the rising status of China in the world in the economic, political and cultural aspects, Teaching Chinese as a Foreign Language （TCFL） is becoming more and more prevalent across the world. Britain is the country where the Chinese is taught and learnt earlier than other Western countries. Take the students in Confucius Institute of Newcastle University in UK for example, due to the students＇ different backgrounds and also different ages and language foundations, whether the Chinese teaching materials can meet their motivations and needs is a problem worth further investigation by Chinese language teachers. Therefore, concerning the leamers＇ different ages and cognitive ability, this paper aims to analyze the textbook named Kuaile Hanyu （Happy Chinese） in terms of its advantages and disadvantages, in hope to evaluate whether it is appropriate to different learners and propose a few suggestions for the Chinese materials in the future. Simultaneously, fi＇om perspective of implicit learning and explicit learning, a tentative study is carried out on the influence of implicit and explicit leaming in TCFL context.