This paper makes the case for close and approximate replications of Erlam (2005) and a conceptual replication of Roehr-Brackin and Tellier (2019). The two studies recommended for replication are informed by research on explicit and implicit knowledge, learning and teaching. They are ecologically valid classroom studies with either adolescent or child learners as participants and thus investigated as yet relatively under-represented populations in the field of instructed second language acquisition (SLA). Erlam (2005) identified a levelling effect of a particular method of explicit instruction, while Roehr-Brackin and Tellier (2019) showed that language-analytic ability has a role to play even in younger children's language learning. The researchers’ approaches duly reflect the need to take into account cognitive individual learner differences when working in intact classrooms. As the findings of each of the original studies have potentially profound implications for theory and practice in the field, replication is deemed both timely and desirable. In order to facilitate this endeavour, the key features of the original studies are summarised, and specific proposals on the methodological characteristics of suitable replication studies are put forward.

中文翻译：

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调查显性和隐性 L2 知识和学习：Erlam (2005) 和 Roehr-Brackin 和 Tellier (2019) 的复制

本文为 Erlam (2005) 的紧密和近似复制以及 Roehr-Brackin 和 Tellier (2019) 的概念复制提供了案例。建议复制的两项研究是通过对显性和隐性知识、学习和教学的研究得出的。它们是生态有效的课堂研究，以青少年或儿童学习者为参与者，因此在受指导的第二语言习得 (SLA) 领域调查了相对代表性不足的人群。Erlam (2005) 确定了特定明确教学方法的均衡效应，而 Roehr-Brackin 和 Tellier (2019) 表明，即使在年幼儿童的语言学习中，语言分析能力也可以发挥作用。研究人员的方法充分反映了在完整的教室中工作时考虑认知个体学习者差异的必要性。由于每项原始研究的结果对该领域的理论和实践都有潜在的深远影响，因此复制被认为是及时且可取的。为了促进这项工作，总结了原始研究的主要特征，并就合适的复制研究的方法学特征提出了具体建议。