This article examines the role that explicit instruction plays in second language acquisition. It argues that it is necessary to make a clear distinction between implicit and explicit instruction and also to distinguish different types of explicit instruction in terms of whether they are proactive or reactive and inductive or deductive. It is also important to examine the effects of explicit instruction in terms of the kind of L2 knowledge that results (i.e. implicit vs. explicit). In general, studies that have investigated the effects of the two types of instruction have been inconclusive as they have not included a convincing measure of implicit knowledge. However, they do show that explicit instruction is often superior for developing explicit knowledge. Even if explicit instruction only results in explicit knowledge, this can be seen to be of value as (1) explicit knowledge is an integral part of language profi ciency and (2) it primes the processes responsible for the development of implicit knowledge. The article concludes with an examination of the relative merits of proactive deductive and inductive explicit instruction and a case is made for the greater use of consciousness-raising tasks (a type of proactive inductive explicit instruction) when teaching explicit knowledge.
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概要
