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Explicit Implicit Interface Summary

The study investigates the interaction between explicit and implicit knowledge in second language acquisition (SLA) among university-level English learners. Findings indicate that both types of knowledge develop reciprocally, with each predicting growth in the other, while the type of activity (form-focused vs. meaning-focused) does not significantly impact learning gains. The research highlights the dynamic nature of language learning and suggests that explicit instruction can enhance implicit fluency and vice versa, although further research is needed to explore effective activity types.

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Khánh Vân Tạ
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12 views9 pages

Explicit Implicit Interface Summary

The study investigates the interaction between explicit and implicit knowledge in second language acquisition (SLA) among university-level English learners. Findings indicate that both types of knowledge develop reciprocally, with each predicting growth in the other, while the type of activity (form-focused vs. meaning-focused) does not significantly impact learning gains. The research highlights the dynamic nature of language learning and suggests that explicit instruction can enhance implicit fluency and vice versa, although further research is needed to explore effective activity types.

Uploaded by

Khánh Vân Tạ
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Explicit–Implicit Knowledge

Interface in SLA
Summary of a Longitudinal Study
(Bilingualism: Language and
Cognition, 2023)
Rationale
• • SLA involves both explicit (conscious) and
implicit (automatic) knowledge.
• • Debate: Can explicit knowledge become
implicit?
• • Goal: Understand how both knowledge
types interact over time.
Research Aims
• 1. Do explicit and implicit knowledge influence
each other over time?
• 2. Do activity types (form-focused vs.
meaning-focused) affect knowledge
development?
Methods
• • Participants: University-level L2 English
learners in the US.
• • Timeframe: Beginning and end of a
semester.
• • Tests: 2 for explicit knowledge, 3 for implicit
knowledge.
• • Activity logs: Track daily language
engagement over 5 days.
Key Findings
• • Explicit and implicit knowledge develop
together.
• • Each type of knowledge predicts growth in
the other.
• • Activity type (form vs. meaning focus) did
not predict learning gains.
Results
• • Best model: Reciprocal influence between
knowledge types.
• • Explicit knowledge → implicit knowledge.
• • Implicit knowledge → explicit knowledge.
• • Suggests language learning is a dynamic
process.
Limitations
• • Small sample size for complex models.
• • Practice effects possible due to repeated test
materials.
• • Advanced-level learners only — results may
not generalize.
• • Activity logs may not capture all learning
behaviors.
Conclusion
• • Explicit instruction can support fluency
(implicit knowledge).
• • Implicit experience can raise rule awareness
(explicit knowledge).
• • More research needed on types of activities
that support each.
Source
• Kim, K., et al. (2023). Bilingualism: Language
and Cognition, 26(4), 709–723.
• DOI:
https://doi.org/10.1017/S1366728922000773

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