The Role of Implicit and Explicit Learning Processes in Second Language Acquisition: Pedagogical Implications

Abstract

In terms of Second Language Acquisition research there are different perspectives on how instruction can best facilitate language acquisition. The
article seeks to confront these different positions and, considering that, in
particular, adult learners benefit with the development of both implicit and
explicit knowledge to be able to use the target language in real‑world
contexts, suggests that, according to research, Task‑Based Language Teaching may be an appropriate pedagogical approach to promote the kind of learning process that is considered to facilitate second language acquisition.