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JoannaBielska
basedonunconsciousprocessesofgeneralizationandabstraction)”(1995:1).
Explicitlearninginvolvesnotonlyawarenessatthelevelofnoticing,butalso
awarenessatthelevelofunderstanding,whereasimplicitlearningdoesnot
involveunderstanding.
Isthere,however,anyrelationshipbetweenexplicitandimplicitknowledge?
Canulearned”knowledgebecomeuacquired”
,touseKrashen’sterms?Actually,
accordingtoSchmidt,
Another,possiblymoreproductive,waytoposethequestionisintermsof
learningprocesses(ratherthantypesofknowledge),toaskwhetherbottom-up,
datadrivenprocessing,andtop-down,conceptuallydrivenprocessingguided
bygoalsandexpectations(includingbeliefsandexpectationsconcerningthe
targetlanguagegrammar),interact;towhichtheanswerisprobablyyes,they
do.(Schmidt2001:5)
Todate,littleisknownabouttheexactnatureofthisinteractioninsecond
languageacquisition,aslittleisknownconcerningSLAprocessesininstructed
settings(seee.g.Doughty2005).SLAresearchersdiferbothintheirtheoretical
viewpointsandsuggestionsforsecondlanguageinstruction.Forexample,
Doughty(2005),incontrasttoDeKeyser(2005),arguesthatalthoughimplicitand
explicitlanguagelearninghavebeenshowntooccursimultaneously,thedefault
processingmodeinsecondlanguageacquisition,asinfirstlanguageacquisition,
isimplicit.Assheadds,however,uthisneednotandcertainlydoesnotruleout
theoccasionalswitchtoexplicitprocessing”(Doughty2005:292),which,in
fact,appearstobenecessarytooverridetheefectsofinputprocessingstrategies
developedintheprocessofL1acquisition.Tisisbestdoneinfocusonform
interventions,whichdrawlearners’attentiontorelevantL2formswhenproblems
ariseincidentallyduringmeaningorientedtasks(seeDoughtyandWilliams1998,
Pawlak2006formoreinformationonform-focusedinstruction).
Tegoalofsecondlanguageinstruction,therefore,shouldbetoorganize
learners’L2processingspacesuchthatlearners’attentionisdrawntorelevant
elementsoflanguageintheinputandtheirperceptualprocessesareengaged
inimplicitlearning.Tereislittlevalueinpromotingmetalinguisticawareness
asuexplicit,declarativeinformationisonlyhelpfulinimprovingperformance
incaseswherecomplextasksinvolvefewandobviousvariables”(Doughty
2005:298).Moreover,thereisevidencethatudeclarativeknowledgeisaby-
productofpracticeduringimplicitlearning”(Doughty2005:295),asincreases
inverbalizationabilityusuallyfollowratherthanprecedeimprovementsin
performance.Doughtyconcludesthatprovidingexplicitknowledgeinadvance
oftaskdoesnotfacilitatelanguagelearning,whichcontrastswithDeKeyser’s
positionoutlinedinsection1.4.2.
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