This paper puts forward a research agenda in the area of explicit and implicit knowledge and learning of second or additional languages. Based on a brief overview of reliable findings as well as open questions in the field, three agenda items are highlighted. First, valid and reliable measures of explicit and, in particular, implicit knowledge and learning need to be identified and their suitability for participants of different ages established. Second, and closely related to the previous point, explicit and implicit knowledge and learning should be investigated across the human lifespan. Therefore, studies need to include to a greater extent hitherto under-represented groups such as children and older adults in order to pinpoint the benefits or otherwise of implicit and, in particular, explicit knowledge and learning in these age ranges. Third, researchers should aim to capture with their designs the complex and dynamic interplay of the multiple cognitive, affective, biographical and contextual factors that influence the development of explicit and implicit knowledge over time. Concrete tasks for future research are proposed under these three agenda items, with a view to assisting interested investigators in formulating research questions and specifying research designs.

本文提出了显性和隐性知识以及第二或其他语言学习领域的研究议程。基于对可靠调查结果的简要概述以及该领域的开放性问题，重点介绍了三个议程项目。首先，需要确定显性知识和学习的有效和可靠的衡量标准，特别是隐性知识和学习，并确定它们对不同年龄参与者的适用性。其次，与前一点密切相关的是，应该在人类的整个生命周期中研究显性和隐性的知识和学习。因此，研究需要在更大程度上包括迄今为止代表性不足的群体，例如儿童和老年人，以便查明这些年龄范围内隐性知识和学习的益处或其他方面，特别是显性知识和学习。第三，研究人员应该致力于通过他们的设计捕捉多种认知、情感、传记和背景因素之间复杂而动态的相互作用，这些因素随着时间的推移影响显性和隐性知识的发展。在这三个议程项目下提出了未来研究的具体任务，以帮助感兴趣的研究者提出研究问题和具体研究设计。