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Encyclopedia of Language and Education pp 1901–1911Cite as

Explicit Knowledge and Second Language Learning and Pedagogy

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Introduction

The role of explicit knowledge in the learning of a second language (L2) is highly controversial (see also Sharwood Smith, Morphological and Syntactic Awareness in Foreign/Second Language Learning, Volume 6). Three different positions can be identified:

  1. 1.

    The non‐interface position: Krashen ( 1981) has argued that implicit and explicit knowledge are entirely distinct, involving separate mental processes and storage. He also claims that explicit knowledge does not convert into implicit knowledge.

  2. 2.

    The strong interface position: DeKeyser ( 1998) claims that L2 knowledge commences in declarative form and is then changed into procedural form through communicative practice. According to this position, then, explicit knowledge can convert into implicit knowledge.

  3. 3.

    The weak‐interface position: R. Ellis ( 1993) proposes that explicit knowledge functions primarily as a facilitator of the processes involved in the acquisition of implicit knowledge.

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Authors and Affiliations

  1. University of Auckland, Auckland, NewZealand

    Rod Ellis

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  1. Rod Ellis
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Editors and Affiliations

  1. Graduate School of Education, University of Pennsylvania, 19104-6216, Philadelphia, PA, USA

    Nancy H. Hornberger

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Ellis, R. (2008). Explicit Knowledge and Second Language Learning and Pedagogy. In: Hornberger, N.H. (eds) Encyclopedia of Language and Education. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-30424-3_145

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  • DOI: https://doi.org/10.1007/978-0-387-30424-3_145

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