Explicit and Implicit Learning in Second Language Acquisition

The authors explore the debate on explicit and implicit learning in second language acquisition, discussing key issues and an oversight in the field. They conclude that second language acquisition is primarily implicit and that explicit learning plays a secondary role.

Format: Paperback / softback
Length: 75 pages
Publication date: 23 June 2022
Publisher: Cambridge University Press

This Element delves into the intricate interplay between explicit and implicit learning in the acquisition of second languages. The authors present a comprehensive exploration of key issues that underpin the ongoing debate regarding the extent to which second language acquisition relies on explicit learning versus implicit learning, or a combination of both. Additionally, they identify an oversight in the field, namely the absence of clear and precise definitions of fundamental constructs. Adopting a generative perspective on language, the authors address alternative approaches at critical junctures while refocusing the discourse on explicit and implicit learning. By posing the fundamental question of what must be learned (i.e., what constitutes this mental representation known as "language," a possession shared by all functional humans), the discussion and research reviewed ultimately lead to the conclusion that second language acquisition is predominantly, if not exclusively, implicit in nature. Explicit learning, while important, takes a secondary role in how learners engage with and comprehend the meaning of the language they are learning.

Introduction:
The acquisition of a second language is a complex and multifaceted process that involves the interaction of various cognitive, linguistic, and environmental factors. While much research has focused on understanding the mechanisms of explicit learning, such as grammar rules and vocabulary acquisition, there has been growing interest in exploring the roles of implicit learning in second language acquisition. Implicit learning refers to the acquisition of knowledge and skills without conscious awareness or deliberate practice. It involves the formation of mental representations and patterns that are acquired through exposure to language and cultural contexts.

Explicit Learning:
Explicit learning is a well-established concept in second language acquisition. It involves the conscious acquisition of grammar rules, vocabulary, and other linguistic structures through direct instruction, practice, and feedback. Explicit learning is often characterized by conscious effort, attention, and repetition. It is typically facilitated by teachers, textbooks, and language learning programs.

Implicit Learning:
Implicit learning, on the other hand, is less well understood and often overshadowed by explicit learning. It involves the acquisition of language and cultural knowledge through exposure to language and cultural contexts without conscious awareness or deliberate practice. Implicit learning is often characterized by naturalistic and contextualized learning experiences. It involves the formation of mental representations and patterns that are acquired through repeated exposure to language and cultural stimuli.

Key Issues:
The debate on the extent to which second language acquisition involves explicit learning versus implicit learning is central to the field of second language acquisition. There are several key issues that underpin this debate.

The Role of Consciousness:
One of the key issues is the role of consciousness in learning. Some researchers argue that explicit learning requires conscious attention and effort, while implicit learning can occur without conscious awareness. Others argue that both explicit and implicit learning can occur simultaneously, with explicit learning playing a more prominent role in certain stages of learning and implicit learning taking over in later stages.

The Role of Practice:
Another key issue is the role of practice in learning. Some researchers argue that explicit learning requires extensive practice and repetition, while implicit learning can occur through exposure to language and cultural contexts. Others argue that both explicit and implicit learning can occur through practice, with explicit learning playing a more prominent role in the initial stages and implicit learning taking over in later stages.

The Role of Input:
Another key issue is the role of input in learning. Some researchers argue that explicit learning requires high-quality input, while implicit learning can occur with low-quality input. Others argue that both explicit and implicit learning can occur with high-quality input, with implicit learning taking over in later stages.

The Role of Motivation:
Another key issue is the role of motivation in learning. Some researchers argue that explicit learning requires intrinsic motivation, while implicit learning can occur with extrinsic motivation. Others argue that both explicit and implicit learning can occur with intrinsic and extrinsic motivation, with explicit learning playing a more prominent role in the initial stages and implicit learning taking over in later stages.

The Lack of Clear Definitions:
One of the oversight in the field of second language acquisition is the lack of clear definitions of key constructs. This lack of clarity can lead to misunderstandings and confusion in the research literature. For example, there is no consensus on the definition of "language" or "second language acquisition." This lack of clarity can make it difficult to compare and contrast different research studies and to draw meaningful conclusions.

Conclusion:
In conclusion, second language acquisition is a complex and multifaceted process that involves the interplay between explicit and implicit learning. While explicit learning is important, implicit learning plays a significant role in how learners acquire language and cultural knowledge. The debate on the extent to which second language acquisition involves explicit learning versus implicit learning is ongoing, and there is still much to be learned about the mechanisms and processes of both types of learning. Clear definitions of key constructs and a more comprehensive understanding of the role of consciousness, practice, input, motivation, and other factors in learning are essential for advancing the field of second language acquisition.

Weight: 102g
Dimension: 151 x 227 x 9 (mm)
ISBN-13: 9781009044325