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JoannaBielska
learningofasecondlanguage.Inthenextsectionsometerminologicalproblems
areaddressedandexplicitandimplicitlanguageknowledge,processing,and
instructionarebrieflydefined.Terelationshipbetweenexplicitandimplicit
knowledgeisthenpresentedfromdiferenttheoreticalperspectives,followed
byabriefreviewofempiricalresearchfindingsrelatedtotheimplicitlexplicit
knowledgeinterfaceandadiscussionofsomemethodologicallimitationsinvolved
inresearchingthedichotomy.Techapterconcludeswithsomeimplicationsfor
secondlanguageinstructionandsuggestionsforfurtherresearch.
1.2
Krashen’sAcquisition-Learningdistinction
Tefirstattempttoproposeageneraltheoryofsecondlanguageacquisition
wasStephenKrashen’sMonitorTeory,developedinthe1970sandearly1980s
(Krashen1981,1982,1985).Tetheoryconsistsoffiveinterrelatedhypotheses,
namelytheAcquisition-LearningHypothesis,theMonitorHypothesis,theNatural
OrderHypothesis,theInputHypothesis,andtheAfectiveFilterHypothesis.
Takentogether,theyaddressavarietyofissuescrucialforunderstandingthe
processofgainingcompetenceinasecondlanguage,e.g.thenatureoflanguage
knowledgeandlanguageacquisitionprocesses,theroleofmetalinguistic
knowledgeinlanguageuse,theexistenceofandaccesstotheinnatelanguage
acquisitionfaculty,theagefactorinSLA,theefectofafectonSLA,practical
implicationsforforeignlanguageinstruction,etc.Whileadetaileddiscussionof
thetheoryisbeyondthescopeofthischapter(seeKrashen1981,1982,1985,1992,
1994;KrashenandTerrell1983fordescriptionofthetheory;McLaughlin1987,
Gregg1984,Larsen-FreemanandLong1991forreviews),Krashen’sviewsonthe
distinctionbetweenacquisitionandlearning,therelationshipbetweenthetwo
constructs,andimplicationsconcerningtheroleofinstructioninSLAwillbe
brieflypresentedbelow,astheytriggeredamajorongoingdebateinSLA.
Tedistinctionbetweenacquisitionandlearningisthecentralhypothesisin
Krashen’sMonitorTeory.Krashenmaintainsthattherearetwodistinctand
independentwaysofdevelopingcompetenceinasecondlanguage:acquisition,
uasubconsciousprocessidenticalinallimportantwaystotheprocesschildren
utilizeinacquiringtheirfirstlanguage”(1985:1),andlearning,aprocessof
developinguconsciousknowledgeofasecondlanguage,knowingtherules,
beingawareofthem,andbeingabletotalkaboutthem”(1982:10).Whilethe
distinctionbetweenconsciousandunconsciousmentalprocessesishardly
disputable,Krashen’sclaimsregardingthelackofinteractionbetweenthetwo
separatelystoredtypesofknowledgetheyresultin-theacquiredknowledge
andthelearnedknowledge-haveexcitedalivelycontroversyamongSLA
theorists.
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