Please enable JavaScript.
Coggle requires JavaScript to display documents.
IMPLICIT AND EXPLICIT INSTRUCTION Ellis - 2009 - Coggle Diagram
IMPLICIT AND EXPLICIT INSTRUCTION
Ellis - 2009
IMPLICIT
Learning
Occurs unconsciously without intention or awareness of the rules being learned.
Involves processing linguistic input based on statistical patterns, as seen in natural language exposure.
Example
: Acquiring grammar rules incidentally while focusing on communication.
Knowledge
Unconscious, procedural, and intuitive.
Automatically accessed during real-time communication.
Example
: Knowing that a sentence "sounds right" without being able to explain why.
Instruction
Example
: Task-based activities where learners infer patterns from input.
Focuses on providing exposure to linguistic forms without explicit rule teaching
Empirical Findings
(rather limited)
INTERFACE HYPOTHESIS
STRONG
: Explicit knowledge can be transformed into implicit knowledge through practice.
WEAK
: Explicit knowledge aids implicit learning indirectly by helping learners notice linguistic features.
NONINTERFACE
: Implicit and explicit knowledge are entirely separate and do not convert into one another.
Meta-Analyses
Explicit instruction
generally outperforms implicit instruction, particularly when measured through controlled assessments.
.
Implicit instruction
is more effective in tasks requiring spontaneous, real-time language use
Effectiveness of Learning Types
Implicit learning
is effective for acquiring complex linguistic patterns but slower in producing observable results.
.
Explicit learning
leads to faster initial progress but may not always transfer to fluent, spontaneous use
Revelance to SLA
The distinction between implicit and explicit learning, knowledge, and instruction has profound implications for SLA theory and practice. It highlights the need for diverse teaching strategies that cater to varied learner profiles and instructional goals.
EXPLICIT
Instruction
Example
: Grammar lessons followed by exercises to practice specific structures.
Involves direct teaching of rules, either deductively (stating rules) or inductively (guiding learners to discover rules).
Knowledge
Conscious, declarative, and verbalizable.
Used in monitoring and editing language output.
Example
: Explaining the rules for subject-verb agreement.
Learning
A deliberate and conscious process involving hypothesis formation and rule testing.
Relies on working memory and metalinguistic awareness.
Example
: Memorizing verb conjugation rules in a formal class setting.
Pedagogical Implications
Task Design
Activities should integrate implicit and explicit components, such as input enhancement combined with metalinguistic feedback.
.
Example
: Highlighting grammatical forms in a reading passage followed by guided discovery tasks
Individual Differences
Younger learners may benefit more from implicit approaches, while older learners excel with explicit instruction
Learner aptitude, age, and motivation influence the effectiveness of implicit and explicit learning.
.
Role of Teachers
Instruction should aim to develop
both implicit and explicit knowledge.
Teachers must balance rule-based teaching with opportunities for naturalistic input and communication.
Learning vs. Acquisition (Krashen)
Acquisition: subconscious
Learning: concious