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Procedural knowledge (i.e., knowledge-how) is different from descriptive knowledge (i.e., knowledge-that) in that it can be directly applied to a task. [2] [4] For instance, the procedural knowledge one uses to solve problems differs from the declarative knowledge one possesses about problem solving because this knowledge is formed by doing.
[3] [4] In this model, skill acquisition is seen as a progression from declarative to procedural knowledge. [4] Adaptive control of thought is a general model of cognition, and second-language acquisition is just one application of a wide area of research in cognitive psychology. [5]
Implicit knowledge usually refers to knowledge acquired unconsciously and intuitively through meaningful exposure to and use of language, resembling the knowledge of a first language. On the other hand, explicit knowledge involves conscious understanding of grammatical rules and structures, primarily acquired through formal education and learning.
The strong-interface position views language learning much the same as any other kind of learning. In this view, all kinds of learning follow the same sequence, from declarative knowledge (explicit knowledge about the thing to be learned), to procedural knowledge (knowledge of how the thing is done), and finally to automatization of this procedural knowledge.
These two forms of knowledge have been the subject of extensive debate among linguists, language teachers, and researchers seeking to understand how best to facilitate language learning. The debate touches on how each type of knowledge is acquired, how they interact, and the degree to which explicit instruction can foster implicit knowledge.
Some researchers make the distinction between implicit and explicit knowledge, and some between declarative and procedural language knowledge. [36] There have also been approaches that argue for a dual-mode system in which some language knowledge is stored as rules and other language knowledge as items. [37