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The adaptive control of thought model assumes a distinction between declarative knowledge, knowledge that is conscious and consists of facts, [2] and procedural knowledge, knowledge of how an activity is done. [3] [4] In this model, skill acquisition is seen as a progression from declarative to procedural knowledge. [4]
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.
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. [5]
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.
The following outline is provided as an overview of and topical guide to second-language acquisition: Second-language acquisition – process by which people learn a second language. Second-language acquisition (often abbreviated to SLA) also refers to the scientific discipline devoted to studying that process.
The following outline is provided as an overview of and topical guide to knowledge: Knowledge – familiarity with someone or something, which can include facts, information, descriptions, and/or skills acquired through experience or education. It can refer to the theoretical or practical understanding of a subject.
Developed by Merrill Swain, the comprehensible output (CO) hypothesis states that learning takes place when learners encounter a gap in their linguistic knowledge of the second language (L2). By noticing this gap, learners become aware of it and may be able to modify their output so that they learn something new about the language. [1]
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