1. LEARNING
1.1. IMPLICIT
1.1.1. Learning WITHOUT BEING AWARE that one is learning; using the language naturally and in an automatic way, not thinking of grammatical rules.
1.2. EXPLICIT
1.2.1. Learning WHILE BEING AWARE that one is learning; it requires effort and attention. Learners are completely aware that they have acquired information.
2. KNOWLEDGE
2.1. 2 competing positions in linguistic knowledge
2.1.1. knowledge of the features of a a specific language
2.1.2. an elaborate network of nodes and connections dictating the rules to be accessed
2.2. DIFFERENCES between IMPLICIT and EXPLICIT knowledge
2.2.1. Implicit = tacit and intuitive Explicit = conscious
2.2.2. Implicit = procedural Explicit = declarative
2.2.3. Implicit = available through automatic processing Explicit = accesible through controlled processing
2.2.4. Implicit = there are limits on most learners' ability to acquire implicit knowledge Explicit = learnable
2.2.5. Implicit = only evident in learners' verbal behaviour Explicit = verbalizable
2.3. IMPLICIT and EXPLICIT knowledge in L2 production
2.3.1. Implicit knowledge is the default in L2 production
2.3.1.1. knowledge that has been fully internalized by the learner
2.3.2. Explicit knowledge is used when we find difficulty in performing a language task
2.3.2.1. 'tool' that learners use to mediate performance and achieve self-control
2.4. DIFFERENCES between the learner's L2 IMPLICIT and EXPLICIT knowledge systems
2.4.1. Krashen and Paradis both agree on the DICHOTOMY between implicit and explicit knowledge
2.4.1.1. Ullman's DUAL MECHANISM model
2.4.1.1.1. the brain has two separate systems for processing language
2.4.2. CONTINUOUS or DICHOTOMOUS distinction?
2.4.2.1. continuous distinction (Ullman)
2.4.2.1.1. there are not only 'regular' and 'irregular' forms but also 'subregular' forms
2.4.2.2. dichotomous distinction (Ellis)
2.4.2.2.1. Implicit knowledge as an elaborate interconnected network, knowledge of weighted content is separated from knowledge of linguistic facts
2.5. COMBINATION in L2 PERFORMACE of IMPLICIT and EXPLICIT knowledge
2.5.1. learners typically use both systems to construct messages in language use (Bialystok)
2.5.1.1. it is difficult to observe whether the two systems are neurologically distinct just by observing the learner's linguistic behaviour
2.5.1.1.1. irrespective of whether the two systems are psychologically and neurologically distinct, they will never be entirely distinct in performance
3. INSTRUCTION
3.1. WHAT to learn
3.1.1. INDIRECT INTERVENTION: learning conditions are created in which learners acquire language naturally through communication
3.1.2. DIRECT INTERVENTION: follows grammar-based plan and requires students to pay attention to language rules
3.1.2.1. Implicit instruction: learners are exposed to linguistic structures without direct explanation
3.1.2.1.1. Reactive
3.1.2.1.2. Proactive
3.1.2.2. Explicit instruction: development of metalinguistic awareness; information about the rules is provided deductively (prior to use) or inductively (the student is guided)
3.1.2.2.1. Reactive
3.1.2.2.2. Proactive
3.2. THE INTERFACE ISSUE
3.2.1. to what extent are implicit and explicit knowledge related to each other?
3.2.1.1. the NON INTERFACE position
3.2.1.1.1. completely independent from each other
3.2.1.2. the STRONG INTERFACE position
3.2.1.2.1. the repeated practice of explicit knowledge turns it into implicit knowledge
3.2.1.3. the WEAK INTERFACE position
3.2.1.3.1. explicit knowledge may become implicit, but under conditions