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Implicit VS Explicit, CONSCIOUSNESS BY SCHMIDT, Every learning implies…
Implicit VS Explicit
EXPLICIT LEARNING
Conscious memorization
Students are aware that they have
learnt so they can verbalize it.
LEARNING
Consciuos
formulation of explicit rules of grammar
IMPLICIT LEARNING
Lack of attention resulting in sensitivity
to the structure of the material
Student cannot verbalize what have been learnt since they are unaware of the learning
Neurally separate from explicit knowledge
ACQUISITION
Subconsious internalization of grammatical rules
Dual learning system
Consisting of
Procedural memory = Conditions-action rules (productions)
Declarative knowledge = Factual knowledge in schemas
Activates different neural regions
Schmidt & Ellis try to identify the processes involved in both types of learning
Implicit/ explicit
knowledge
PRODUCTS
of learning
Implicit/explicit
learning
PROCESSES
in learning
L2 LEARNING
Awareness as noticing - Attention to surface elements
Metalinguistic awareness - Attention to underlying abstract rule
Several studies conclude that
explicit learning is more effective than implicit learning
(Ellis, 1993; Rosa & O´Neill, 1999; Gass et al.2003)
Who were explained the rule outperform the rest
L2 KNOWLEDGE
Linguistic knowledge
Connectionist theories of language learning
Knowledge of the features of a language (Chomsky)
Explicit knowledge
CONSCIOUS
DECLARATIVE
Imprecise and inaccurate
CONTROLLED processing
VERBALIZABLE
Metalanguage is closely related
Appear later (phylogenetically and ontogenitically)
Implicit knowledge
TACIT
PROCEDURAL
Taget-like
AUTOMATIC processing
NON VERBALIZABLE
DIFFERENT SYSTEMS
= Combination of Implicit + Explicit knowledge
L2 INSTRUCTION
Indirect intervention (implicit in nature)
Direct intervention
Implicit instruction (indirect in nature)
Explicit instruction (involves rule
PROACTIVE (Metalinguistic explanation)
Deductively
Inductively
REACTIVE (Metalinguistic feedback on errors)
4 conditions for ROBINSON (1996)
Incidental
Rule-search
Instructed
Implicit
The Interface Issue
= The extent to which implicit knowledge interfaces with explicit knowledge
The strong interface position
Explicit knowledge can be derived from Implicit knowledge and converted into it
The weak interface position
LEARNABILITY :arrow_forward: Explicit knowledge can turn into implicit only if the learner is ready to acquire the linguistic form
The noninterface position
Implicit and explicit knowledge involve and are stored in different parts of the brain
CONSCIOUSNESS BY SCHMIDT
INTENTIONALITY
ATTENTION
CONTROL
For understanding the nature of L2
Every learning implies awareness