Theoretical and pedagogical importance of implicit learning research
Theoretical and pedagogical importance of implicit learning research

Summary/Abstract: Implicit learning in language is a new but quickly growing area of inquiry. It involves careful measures of awareness during a task to tap at the learning occurring without a person’s intention or awareness of what it is they are learning. It is an empirical approach to address the process acquisition. The article presents an overview of the developments in the field, exploring their theoretical and pedagogical importance. Theoretical issues discussed include the potential to illuminate the debate between nativism and emergentism in language acquisition, as well as a new approach to investigate the cognitive mechanisms of learning in general. The hope for language pedagogy that this line of research carries includes the development of methods optimising second language attainment as well as deeper understanding of individual differences in aptitude. Finally, the article sketches how implicit learning research has been adapted in therapy. Overall, implicit learning in language emerges as a promising area of inquiry, with important pedagogical implications.

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