Implicit and Explicit Knowledge in English Language Learning

This chapter examines the importance of implicit and explicit knowledge in language learning. When we use a language fluently and spontaneously with a sense of what is correct or appropriate in a given context, but without being able to explain why, we have implicit knowledge of that language. This is the knowledge we have of our first language. However, when learners receive instruction in order to learn an additional language, they may develop explicit knowledge about the language. They will be consciously aware of and able to reflect on this knowledge. However, they may not be able to use it both fluently and correctly to communicate, especially in a situation where there is no time for reflection. Given that for many the goal of language learning would be to have implicit knowledge, the extent to which the explicit knowledge that a learner gains from their language lessons might facilitate the development of implicit knowledge, is an important question. There are a number of different viewpoints on this issue (DeKeyser, 2009; Ellis, 2009; Krashen, 1985). The most extreme claims that explicit knowledge is not useful, whereas others maintain that helping learners to develop explicit knowledge facilitates the development of implicit knowledge. Research tends to support a classroom that emphasizes communication or implicit knowledge, whilst at the same time making a place for learning about language (explicit knowledge). This chapter will present examples of what effective practice might look like that caters to the development of both types of knowledge. It will also encourage readers to think about how they might inquire into the type of knowledge that students have in their own language classrooms.