Implicit vs. Explicit Learning in Second Language Acquisition
Implicit vs. Explicit Learning
2. Implicit Learning
Implicit learning is “input processing without the intention to learn”. Learners acquire knowledge unconsciously and without awareness of the learning process. Examples include reading for pleasure or acquiring native language skills in early childhood.
3. Dekeyser’s Definition
Dekeyser defines implicit learning as “learning without awareness of what is being learned”. It differs from inductive learning, which is explicit and involves conscious awareness of the learning process.
Examples:
- Implicit Learning: Reading for pleasure (no intention to learn, just enjoyment).
- Explicit Learning: Studying grammar rules (awareness of learning and intention to acquire knowledge).
Characteristics of Explicit Learning:
- Intentional and Deliberate: Learners consciously engage in the learning process.
- Controlled Process: Learners have control over the learning situation.
- Awareness of Learning: Learners are aware of what they are learning.
- Selective Attention: Learners focus on specific aspects of the input and consciously induce rules.
- Outcome: Explicit knowledge stored in declarative memory.
Characteristics of Implicit Learning:
- Incidental and Unintentional: Learning occurs without conscious effort or intention.
- Automatic Process: Learning happens automatically without conscious control.
- No Awareness of Learning: Learners are unaware of the knowledge they are acquiring.
- No Selective Attention: Learners do not focus on specific features of the input; rule induction is unconscious.
- Outcome: Implicit knowledge stored in procedural memory.
Practice can transform explicit knowledge into implicit knowledge. When learners repeatedly use explicitly learned rules, they become automatic and unconscious.
Explicit Instruction: Necessity and Timing
Explicit instruction involves the direct teaching of language rules and structures. Its effectiveness depends on various factors, including the complexity of the language element and the learner’s age and proficiency level.
Types of Instruction:
- Implicit Instruction: Focuses on meaning and communication through activities like communicative tasks and interaction.
- Explicit Instruction: Emphasizes accuracy and form through exercises like grammar drills and gap-filling activities.
Timing of Explicit Instruction:
Different theories suggest varying optimal timings for explicit instruction:
- Later Intervention: Some researchers believe explicit instruction is more beneficial at later stages of language learning.
- Early Intervention: Others argue that earlier explicit instruction leads to better outcomes.
- Complexity-Based: Explicit instruction is considered crucial for more complex language structures.
Role of Explicit Instruction for Different Language Elements
The effectiveness of explicit instruction varies depending on the difficulty of the language element:
- Very Easy Rules: Explicit instruction is not necessary.
- Easy Rules: Explicit instruction can accelerate the learning process.
- Moderate Rules: Explicit instruction can help learners reach higher levels of proficiency.
- Difficult Rules: Explicit instruction can enhance later implicit acquisition by increasing awareness.
- Very Difficult Rules: Explicit instruction may not be effective.
Age and Learning Preferences
Children tend to rely more on implicit learning due to their innate language acquisition abilities and the critical period for language development. Adults, on the other hand, often benefit from explicit instruction as they can leverage their analytical skills and compare the L2 to their L1.
Consequences for Teaching:
- Children: Immersion-based approaches capitalize on their implicit learning skills.
- Adults: Formal rule teaching caters to their explicit learning abilities.
Interface of Knowledge Types
Both implicit and explicit knowledge contribute to L2 proficiency. Learners use different types of knowledge in different situations. The interaction between these knowledge types is complex and multifaceted.
Krashen’s theory emphasizes the importance of implicit learning, while other researchers advocate for a balanced approach that incorporates both implicit and explicit learning methods.