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초록

영어

There has been ongoing controversy over the importance of explicit knowledge in SLA. Regarding the controversy over the role of explicit knowledge, three major issues need to be addressed: the nature of learners’ explicit knowledge, the relationship between learners’ explicit and implicit knowledge, and the interface of explicit and implicit knowledge. The present study is motivated by the third issue of possible interfaces between explicit and implicit knowledge. For the purpose of the present study, the study first discusses theoretical issues regarding the interface debate and then seeks to find the answer for the debate of interface or non-interface by investigating empirical evidence. Although no studies were intended to address interfacing, the present study identifies and examines those studies which have the potential to address this issue. The investigation of this study suggests that studies reviewed did not show any impact for explicit knowledge through explicit instruction on free production tasks (especially oral) suggesting a non-interface between explicit and implicit knowledge

목차

Abstract
 1. Introduction
 2. Theoretical Issues
  2.1. The Status of the Explicit/implicit Distinction
  2.2. Explicitness and Implicitness in SLA
  2.3. Interface Hypothesis
 3. Empirical Evidence for Interface Hypothesis
  3.1. Studies with Implicit Types of FFI
  3.2. Studies with Both Explicit and Implicit types of FFI
  3.3. Studies with Explicit Types of FFI
 4. Discussion and Conclusions
 References

키워드

명시적 지식 내재적 지식 비매개 가설 강매개 가설 약매개 가설 형태 집중 교수법 explicit knowledge implicit knowledge non-interface strong interface weak interface form-focused instruction (FFI)

저자

• Young-Ju Han [ Youngsan University ]

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