Why Explicit Knowledge Cannot Become Implicit Knowledge. (4th November 2016)

• Record Type: Journal Article
• Authors: VanPatten, Bill
• Is Part Of: Foreign language annals. Volume 49:Number 4(2016:Winter)
• Page Start: 650
• Page End: 657
• Publication Date: 2016-11-04
• Subjects: German -- direct/explicit instruction -- foreign/second language learning/acquisition; Languages, Modern -- Study and teaching -- Periodicals; 418.0071
• DOI: 10.1111/flan.12226
• Languages: English
• ISSNs: 0015-718X

Abstract

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.