Implicit Learning in the Developmental English Classroom: Reducing Anxiety and Improving Student Success

Autor/in	Ward, Jo
Titel	Implicit Learning in the Developmental English Classroom: Reducing Anxiety and Improving Student Success
Quelle	In: Journal of College Academic Support Programs, 4 (2022) 2, S.57-59 (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learning Strategies; Anxiety; Academic Achievement; Remedial Instruction; English Instruction + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Angst; Schulleistung; Förderkurs; English langauage lessons; Englischunterricht
Abstract	Implicit learning occurs in the absence of the intention to learn an unfamiliar skill and is particularly useful when the acquired knowledge is not initially easily verbalized in explicit terms (Cleereman et al., 2019). Implicit learning is simply a way of craftily making learning more meaningful so that students are either not immediately aware they have just absorbed a new concept or else realize that they already understood the concept that was introduced. Once students have gained considerable skill, their ability to absorb new, explicitly taught material improves. In this way, implicit learning complements explicit learning (Dornyei, 2019). In this article, Jo Koy examines how she uses implicit learning to help students in developmental English overcome writing anxiety. (ERIC).
Anmerkungen	Journal of College Academic Support Programs. Tel: 512-585-2416; e-mail: JCASP_editor@txstate.edu; Web site: https://journals.tdl.org/jcasp/index.php/jcasp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01