Why Explicit Knowledge Cannot Become Implicit Knowledge

Autor/in	VanPatten, Bill
Titel	Why Explicit Knowledge Cannot Become Implicit Knowledge
Quelle	In: Foreign Language Annals, 49 (2016) 4, S.650-657 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12226
Schlagwörter	Journal Articles; Second Language Learning; Grammar; Second Language Instruction; Language Processing; Learning Processes; Teaching Methods; Drills (Practice) + Suchen Sie Ihr Suchwort? Journal article; Zeitschriftenaufsatz; Zweitsprachenerwerb; Grammatik; Fremdsprachenunterricht; Sprachverarbeitung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this essay, I review one of the conclusions in Lindseth (2016) published in "Foreign Language Annals." That conclusion suggests that explicit learning and practice (what she called form-focused instruction) somehow help the development of implicit knowledge (or might even become implicit knowledge). I argue for a different interpretation of the results based on the nature of language as mental representation and the nature of acquisition. I argue that explicit knowledge cannot become implicit knowledge or help its development as characterized by Lindseth. Instead, the results can be interpreted as learners simply getting faster with explicit knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01