Towards An Explicit Learning Approach To Second Language Learning

Implicit and explicit learning are controversial in pedagogical history and theoretical study of second language (L2) learning (Unless otherwise specified, no distinction is made between second language learning and foreign language learning in this paper). The two types of learning exist side by side and become a choice of teaching methodologies. In the literature of second language learning, implicit or explicit learning approach is preferred by different experts and performed in different learning methods. There is no simple answer to which of them is "better". Rather there is need for considering the "suitability". Reber puts forward the notion of implicit learning. From then on, the role of implicit learning skill acquisition has been widely recognized and actively examined in decades. However, the importance and multifaceted nature of explicit learning has been neglected. In order to address the lack, this paper tends to give a whole picture by demonstrating how and why an explicit learning approach is relevant to second language learning. The paper argues that it is suitable for Chinese college non-majors to adopt an explicit learning approach in second language learning. The problem of how to implement explicit learning approach is solved by a suggested model.The delimitation of explicit learning suggests that an explicit learning approach is a cognitive learning process which leads to explicit knowledge. Explicit knowledge can be converted into implicit knowledge and vice-versa according to Strong-Interface Position. Therefore, there is interaction between implicit and explicit knowledge. Explicit knowledge can be reached by instruction, consciousness-raising or cognitive strategies. The nature of explicit learning can be seen through analyzing the influence of language learning theories on implicit and explicit learning. Since explicit learning is a cognitive learning process, it determines that it is more accessible and suitable to second language learners, especially, adult L2 learners because of their mature cognitive development. Although the adult L2 learners have passed the prime time for "picking up" a new language, their cognitive development makes them more adaptable to learn L2 language in an instructional setting. Considering the Chinese learning conditions, along with the experiments supporting for explicit learning, it is considered to be practical for Chinese non-English majors to adopt an explicit learning approach. This is followed by explanations from three perspectives, namely, psychological, neurolinguistic and cognitive theories. These three perspectives are an analysis of the process of implicit-explicit, an understanding of interrelations of implicit and explicit memory, a theoretical base for Interface Position respectively. They prove that explicit knowledge makes learning process fast and is within the purview of declarative memory which can be recalled to consciousness on demand. Explicit instruction is a way in which we make language feature salient. It is one of the factors influencing noticing in the input and can aid the learner by focusing learners' attention on target language forms and meanings. With the explanations, a suggested model is provided in this paper. A questionnaire is administered to the students to test some beliefs reflected on this model. The model presents two important factors: explicit instruction and conscious learning. Learners can receive explicit knowledge from explicit instruction and conscious learning as well. These two factors work together to reach the goal of obtaining explicit knowledge. Explicit knowledge is not our final goal because it can be transferred into implicit knowledge as indicated in the model. The model sheds light on the implementation of an explicit learning approach by integrating the two factors with input and output in classroom learning.Moreover, the study addresses the role of explicit knowledge in general language proficiency. Thus teaching explicit knowledge is profitable. However, explic...