Implicit and explicit learning

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By training students to look for a timeexpression:• We are training them to use exactly thewrong strategy to choose between thepredicate <strong>and</strong> imperfect.• Again, possible long-term damage to theirdeveloping implicit grammar.
Problem #3: The “right” answer• Students underst<strong>and</strong>ably get the idea thatthere is a single right answer.• But this is often not true.
Page 1 and 2: Implicit and explicit learning
Page 3 and 4: But implicit knowledge is hard tote
Page 5 and 6: Reasons why you would not expectexp
Page 11 and 12: First, do no harm.• We don’t wa
Page 13 and 14: An example• Many textbook exercis
Page 15 and 16: Why this is hard• You must choose
Page 17 and 18: What could possibly be wrong withth
Page 19 and 20: The result?• Almost every sentenc
Page 21 and 22: The result?• This exercise desens
Page 23: WWRSD:What Would a Real Speaker Do?
Page 27 and 28: Summary: why this exercise couldhar
Page 29 and 30: Why do we do exercises like this?
Page 33: Ellis’ results• He refers to ex
Page 36 and 37: Focus on Forms: examplesCreate a pr
Page 38 and 39: All of these examples• Require st
Page 40 and 41: Focus on Form: examplesClarificatio
Page 42 and 43: Focus on Form: examplesStructured i
Page 45 and 46: Implications for teaching from L2re

Implicit and explicit learning

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