Welcome to our final lesson in this introduction to applied linguistics. In our last discussion, we explored the classic debate between behaviorism and cognitivism, touching briefly on how their ideas relate to two different modes of learning. We saw that Chomsky's cognitivist view aligns with unconscious, rule-based learning, while Skinner's behaviorism focuses on conscious practice and reinforcement.
Today, we will expand on that idea by focusing entirely on the distinction between implicit (unconscious) and explicit (conscious) learning processes. This is a central concept in second language acquisition research. Understanding this difference will clarify why you can "know" a grammar rule but still not use it correctly in conversation, or why you can speak fluently without being able to explain the grammatical structures you're using.
This lesson concludes our short course by bringing together the psychology of learning with the practical goal of understanding language acquisition.
1. Defining Explicit and Implicit Knowledge
Let's start by establishing clear definitions for these two fundamental concepts. In simple terms, the difference comes down to one thing: awareness.
Explicit Learning: The "Conscious" Path
Explicit learning is what most people think of as "studying." It is a conscious, intentional process where you are fully aware that you are learning something and can often explain the knowledge you've gained.
- Characteristics: It involves attention, effort, and hypothesis testing.
- Examples: Memorizing vocabulary lists, studying grammar charts in a textbook, or having a teacher explain the difference between two verb tenses.
The following video provides a concise definition of explicit knowledge in the context of second language acquisition (SLA).
Unpacking terms: Implicit/Explicit Knowledge
The video "Unpacking terms: Implicit/Explicit Knowledge" from the Unpacking language pedagogy channel clearly defines the key terms.
Please watch the first part on explicit knowledge. Notice how it is described as "conscious," "aware," and "verbalizable." The speaker also introduces the term metalinguistic knowledge—knowledge about language, such as grammar terminology.
Implicit Learning: The "Unconscious" Path
Implicit learning is more mysterious. It is the acquisition of knowledge that happens without awareness or intention. You learn something, but you don't know how you learned it, and you typically can't explain the rules you are following. This is how you learned to walk, and it is overwhelmingly how you learned your first language.
- Characteristics: It is intuitive, automatic, and underlies spontaneous communication.
- Examples: A child acquiring their native language's grammar just by listening and interacting, or an adult picking up the correct pronunciation and rhythm of a second language after living abroad for some time.
Now, watch the next part of the same video for a definition of implicit knowledge.
Unpacking terms: Implicit/Explicit Knowledge
Continue with the video "Unpacking terms: Implicit/Explicit Knowledge."
Watch the section that defines implicit knowledge. The key ideas here are that this knowledge is "outside of awareness," "cannot be verbalized," and is described as "intuitive."
To solidify these definitions, let's look at a short text that provides additional examples.
Implicit and Explicit Learning - University of Oregon Libraries
This chapter from a University of Oregon textbook offers clear, practical examples of both learning types.
First, read the section titled "Implicit Learning," which uses the examples of first language acquisition and learning phrases while traveling. Then, read the following section, "Explicit Learning," which contrasts this with classroom instruction and making vocabulary lists.
2. Visualizing the Difference
Metaphors can be helpful for understanding abstract concepts. The most common metaphor for implicit and explicit knowledge is an iceberg.
Another way to visualize this is as a spectrum. Learning isn't always 100% one type or the other; many activities involve a mix.
3. Learning vs. Acquisition
In applied linguistics, the explicit/implicit distinction is so important that researchers often use two different words:
- Learning refers to the explicit process of gaining knowledge about a language.
- Acquisition refers to the implicit, subconscious process of "picking up" a language.
This distinction was popularized by the linguist Stephen Krashen. While not all researchers use the terms this strictly, it's a very useful way to think about the two processes. The following video explains this common distinction.
Language Learning vs. Language Acquisition
This video from Babbel, titled "Language Learning vs. Language Acquisition," explains the difference in an accessible way.
Watch the section defining language learning, which corresponds to explicit learning. Then, watch the section on language acquisition, which corresponds to implicit learning.
4. The Role of Each in Language Learning
So, which process is more important? The answer depends on the learner and the context.
First language acquisition is almost entirely implicit. As Noam Chomsky argued, it would be impossible for a child to explicitly learn the thousands of complex rules that make up a language. Research confirms that the vast bulk of language acquisition is an implicit process.
Unpacking terms: Implicit/Explicit Knowledge
Let's return to the "Unpacking terms" video to hear about the consensus in the field.
Watch the segment from 08:36 to 09:40. The key takeaway here, as stated by linguist Rod Ellis, is that language acquisition is a mostly implicit process.
Second language learning often involves both. As an adult, you can't easily replicate the immersive, implicit learning environment of a child. However, adults have the advantage of being able to learn explicitly. The most effective learners often combine both approaches. Explicit rule-learning can provide a helpful scaffold, but implicit acquisition through massive exposure and use is what ultimately builds fluency.
Watch this final clip to see how the two processes can work together.
Language Learning vs. Language Acquisition
This is the final segment of the Babbel video "Language Learning vs. Language Acquisition."
Watch from 03:20 to 04:15. The example of an English speaker learning the Spanish verbs ser and estar is a perfect illustration. Explicitly learning the rules can help, but only implicit acquisition through repeated exposure will lead to developing the right "instincts."
A Quick Clarification: Implicit vs. Inductive Learning
Before we conclude, it's important to clarify a common point of confusion. Sometimes teachers encourage students to "discover" a grammar rule from examples rather than just explaining it. This is called inductive learning. Is this implicit?
The answer is no. Because the learner is consciously trying to figure out the pattern, inductive learning is a form of explicit learning. As the video below explains, implicit learning must happen without intention or awareness.
Unpacking terms: Implicit/Explicit Knowledge
This is our last clip from "Unpacking terms: Implicit/Explicit Knowledge."
Watch the short clarification on implicit vs. inductive learning. This will help you distinguish between a teaching method that promotes discovery (inductive) and true, unconscious acquisition (implicit).
Conclusion
In this lesson, we have dissected the crucial difference between implicit and explicit learning. This distinction is fundamental to understanding the journey of a language learner.
Key Takeaways:
- Explicit learning is conscious, intentional, and results in knowledge you can explain (e.g., "The past tense of 'go' is 'went'").
- Implicit learning is unconscious and unintentional, resulting in intuitive knowledge you can use but not necessarily explain (the "feel" for the language).
- First language acquisition is overwhelmingly implicit.
- Effective second language learning typically involves a combination of both explicit instruction and opportunities for implicit acquisition through meaningful communication.
This lesson concludes our brief tour of applied linguistics. We started by defining the field and its core components, distinguishing it from theoretical linguistics. We then explored how theories of language acquisition, from the behaviorist-cognitivist debate to the concepts of implicit and explicit learning, provide the foundation for practical applications like language teaching. I hope this course has given you a clear, foundational understanding of how linguists use their knowledge to solve real-world problems.