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ERIC Number: EJ1124436
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0015-718X
Why Explicit Knowledge Cannot Become Implicit Knowledge
VanPatten, Bill
Foreign Language Annals, v49 n4 p650-657 Win 2016
In this essay, I review one of the conclusions in Lindseth (2016) published in "Foreign Language Annals." That conclusion suggests that explicit learning and practice (what she called form-focused instruction) somehow help the development of implicit knowledge (or might even become implicit knowledge). I argue for a different interpretation of the results based on the nature of language as mental representation and the nature of acquisition. I argue that explicit knowledge cannot become implicit knowledge or help its development as characterized by Lindseth. Instead, the results can be interpreted as learners simply getting faster with explicit knowledge.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A