“2020 Año de Leona Vicario, Benemérita Madre de la Patria"

ESCUELA NORMAL DE ATIZAPÁN DE ZARAGOZA

“Formar para transformar con calidad, calidez y compromiso social”

LICENCIATURA EN ENSEÑANZA Y
APRENDIZAJE DEL INGLÉS EN
SECUNDARIA.

Materia : Psicolinguistica
Maestra: Maria del Pilar Miranda
Alcantara

Alumna: Valeria Sanchez Flores

3° II

Quinto semestre
Implicit and Explicit Knowledge
According to the noticing hypothesis Schmidt discussed two types of learning implicit and
explicit, but then Krashen one of his hypotheses was the acquisition learning hypothesis in
which he distinguished between subconscious automatic acquisition and conscious learning
and this is kind of similar of what we have here in the noticing hypothesis.
Implicit learning is any learning that happens without awareness that is subconscious and it
eventually leads to implicit knowledge it's the knowledge of l2 that underlies learner’s
performance but of which he or she is not directly aware they know these words they know
these pronunciations these grammatical features however they're not aware that they know
them like they did not notice in order to get them and.
Then we have explicit learning which needs attention needs a lot of focus and it becomes
explicit knowledge I know the rule of the vocabulary a grammar sentence structure etc. and
I'm fully aware of what is happening here and this is what sometimes distinguishes native
learners of a language and non-native learners where sometimes we as English learners as a
learning English as a second or a foreign language we know certain grammatical rules more
than Americans or English people themselves know or are aware of why because their
knowledge is implicit however our knowledge is explicit and this case of implicit learning
and implicit knowledge actually happens with second language learners; when it's automatic
when it happens in a natural way.
With few words:

Implicit
Impliciti learning
Learning without awareness
of what is being learned
Explicit
Explicit Learning
Learning with explicit
awareness of what is being
learned

Impliciti Knowledge
Explicit Knowledge
knowledge of the L2 that
Knowledgeof the L2
underlies the learners
(vocabulary, grammar, rules,
performance, but of which
etx) of which learners are
he or she is not directly
explicitly aware
aware
How can they be used for teaching and learning l2?
In the few professional practices that I have had I believe that the learning that most of the
students have is explicit since their learning is even better than the native one, they know
rules, they study vocabulary so that at the moment of producing their learning it is by means
of the output and they are conscious of their own knowledge nevertheless I believe that also
there are students who acquire an implicit knowledge and this I refer it more when I use the
gamification since while the students have fun unconsciously they learn the language or some
grammatical rules without even realizing it.
The traditional grammar translation method, popular in the 1960s and 1970s, for instance,
relied heavily on explicitly taught grammar rules, such as different grammatical tenses and
inflections, as it believed that awareness of L2 rules should precede its use.Later
methodological development brought in methods such as audiolingualism and more recently,
the natural and communicative approaches, which in contrast, believed that adult language
learning should be, like L1acquisition, implicit in nature. However, research evidence
showed significant shortcomings in the accuracy of language learners on ‘grammar-free’ L2
or FL programmes (Lightbown, Spada and White, 1993). This called for revival of explicit
instruction, only this time it was to be integrated into a meaningful communication. More
naturalistic approaches were also to be implemented. For instance, errors were to be corrected
by negative evidence in the course of task-based, meaningful communication. The negative
evidence in this case would offer some explicit focus on linguistic form (Doughty and
Williams, 1998)

References
Krashen, S. (1982) Principles and Practice in Second Language Acquisition, Pergamon:
Oxford.Krashen, S. (1985) The input hypothesis: issues and implications. New York:
Longma
Schmidt, R. (1990) The role of consciousness in second language learning, Applied
Linguistics, 11, pp. 129–158.
Skinner F. (1957) Verbal behavior. New York: Appleton-Century-Crofts
Chomsky N. (1959) Review of Skinner's Verbal Behavior. Language, 35, pp. 26–5