Muh Arya Wibisono
Universitas Sebelas Maret Surakarta
Understanding the theory of implicit and explicit learning is essential before exploring strategies for their implementation. Ellis et al. (2009) define these terms based on how learners acquire language skills. Implicit learning involves acquiring language through communication in naturally occurring social situations, making the process subconscious. Conversely, explicit learning occurs through guidance from reference books or classroom instruction, which is a conscious process. Park (2020) explains that a naturalistic environment---informal and unstructured---is conducive to implicit learning, while an instructed environment---formal and tutored---supports explicit learning. For instance, a preschool phase with tutored activities would fall under an instructed environment. According to Klein (1986), implicit learning focuses on communication, whereas explicit learning emphasizes language systems.
The distinction between implicit and explicit learning can be complex. Under certain conditions, implicit learning may occur during explicit learning. For example, learners may subconsciously identify patterns outside the topic being explicitly taught. In other words, implicit and explicit learning can be combined. In fact, explicit learning often complements implicit learning. Schmidt (1990, 2001) asserted that explicit learning helps make the target language salient, fostering familiarity with specific language concepts. To integrate both types of learning, teachers must understand the principles of input- and output-based techniques.
Input-Based Techniques
Park (2020) provides examples of input-based techniques, such as repetition of certain patterns. This approach, classified as "focus on form," can blend implicit and explicit learning. For instance, teachers can use input flood, which involves exposing students to abundant language input aligned with learning objectives. Input can be delivered through text, audio, or audio-visual materials. Teachers should tailor these materials to meet students' needs, avoiding overly complex vocabulary or grammar that may disengage learners. Materials perceived as "dull" may hinder implicit learning, as students may associate them solely with formal instruction.
During the input flood phase, students should engage with the materials in a natural and unstructured manner. Teachers can facilitate "free-guided time" where students explore the materials without explicit connections to upcoming lessons. For example, students might listen to a story or watch a video without being instructed to analyze specific language elements.
After "free-guided time," teachers can leverage Schmidt's (1990, 2001) findings by guiding students to analyze new learning materials. Explicit tasks might involve examining materials repetitively to identify patterns in the target language. Nassaji and Fotos (2011) emphasize the importance of limiting the target language system to help students focus effectively. Materials can progress from simpler formats (e.g., with bolded or italicized target language elements) to more complex, unmarked texts. Since students process information at varying paces, teachers should provide sufficient time for them to internalize meaning before addressing language systems (VanPatten, 2004). Feedback at the end of this phase serves as both guidance and additional language input.
Output-Based Techniques
Swain (1985) highlights the role of output in helping learners test their hypotheses about language use. Through hypothesis testing, learners identify gaps in their knowledge, either by noticing their inability to convey meaning (a "hole") or by realizing discrepancies between their understanding and that of an interlocutor (a "gap"). Nassaji and Fotos (2011) argue that output-based techniques enhance the quality of input, as students negotiate meaning and refine their language use.
Practical Implementation Guide
