34.1378, Review: Language Acquisition: VanPatten, Smith (2022)

Tue May 2 02:05:05 UTC 2023

LINGUIST List: Vol-34-1378. Tue May 02 2023. ISSN: 1069 - 4875.

Subject: 34.1378, Review: Language Acquisition: VanPatten, Smith (2022)

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Date: 13-Mar-2023
From: Asmaa Shehata [asm.shehata at gmail.com]
Subject: Language Acquisition: VanPatten, Smith (2022)

Book announced at https://linguistlist.org/issues/33.2734

AUTHOR: Asmaa Shehata
TITLE: Explicit and Implicit Learning in Second Language Acquisition
PUBLISHER: Cambridge University Press
YEAR: 2022

REVIEWER: Asmaa Shehata

SUMMARY

“Explicit and Implicit Learning in Second Language Acquisition” is an
element text written by Bill VanPatten and Megan Smith that
investigates the role of both implicit and explicit learning in
language acquisition by second language (L2) learners. The purpose of
this book is threefold: (1) to introduce key definitions in the field
of second language acquisition (SLA) such as language, lexicon,
phonology and syntax, (2) to compare explicit and implicit learning by
discussing the effectiveness of each, and (3) to discuss conflicting
ideas about the two types of learning. In addition to the
introduction, the book includes four sections and a conclusion.

In Section 1, “Introduction”, the authors compare the similarities
between first and second language acquisition. Both first and second
language acquisition require exposure to language input in order to
learn. While children acquire their first language (L1) through
exposure to the language spoken around them, L2 learners need exposure
to the target language in order to develop their proficiency. However,
L2 learning is believed to benefit from explicit instruction. Then,
the book’s main objectives are directly stated and a brief description
of each section is provided.

In Section 2, “First, some definitions”, key terms in the field of SLA
are introduced. For example, the term ‘implicit learning’ is defined
as the acquisition of knowledge or skills without conscious awareness
or intentional effort. Then, a distinction between language and
communication is clarified. It is elucidated that ‘language’ and
‘communication’ are related concepts that are often used
interchangeably, but they refer to different aspects of human
communication. Whereas the term ‘language’ refers to a structured
system of symbols and rules, ‘communication’ refers to the exchange of
information and ideas between individuals or groups, using a variety
of tools and methods. After that three other concepts are introduced.
First, ‘lexicon’ is defined as the mental dictionary of a language. It
includes all the words and their meanings that a person knows and uses
in their language. The lexicon can vary greatly from person to person
and from language to language. Second, ‘syntax’ was presented as the
rules governing the structure of sentences in a language. It includes
rules for word order, phrase structure, and grammatical relations
between words. For example, in English, the basic word order for a
sentence is subject-verb-object (SVO), as in ''The cat chased the
mouse.'' However, other languages may have different word orders, such
as subject-object-verb (SOV) or verb-subject-object (VSO). Third, the
concept of ‘phonology’ was defined as the study of the sound system of
a language. It includes the rules governing the pronunciation of
sounds and the patterns of sound combinations that are allowed in the
language. For example, in English, the ''th'' sound in ''thin'' is
different from the ''th'' sound in ''then,'' and there are rules
governing which sounds can occur at the beginning, middle, and end of
words. The section concludes with a concise discussion of the term
‘acquisition’ as the process by which people learn a language
involving three different factors: brain, input and internal
mechanisms. While the brain plays a critical role in language
acquisition, as it is responsible for processing and interpreting
linguistic content, ‘input’ refers to the language that children are
exposed to, and it is a crucial factor in language acquisition.
Children need exposure to a rich and varied language environment to
learn the sounds, words, and structures of their native language(s).
Moreover, internal mechanisms, such as cognitive and linguistic
processes, are also involved in language acquisition. In sum,
researchers have studied language acquisition to better understand the
cognitive and linguistic processes involved in language learning, and
to identify factors that may affect language development, such as
parental input, socioeconomic status, and cultural factors.

Section 3, ‘So, where does this leave us with the explicit/ implicit
debate?’, examines how language is acquired. The authors discuss three
different possibilities for L2 language acquisition: explicit
learning, implicit learning, or a combination of both. The first one
is the most common one stating that an L2 is dominantly acquired
explicitly involving a more structured approach to language learning,
with a focus on grammar rules, vocabulary, and other language
components. Although explicit learning is typically used in
traditional language classes and can be effective in developing
knowledge of the language, it may not always lead to fluent language
use and can be time-consuming. The second possibility, however, claims
that an L2 is learned implicitly which involves a more natural
approach to language learning, with a focus on communication and
meaning rather than explicit language components. That is, implicit
learning is often used in immersion programs or in contexts where the
second language is used extensively. This approach can be highly
effective in developing fluent language skills and natural language
use. The third possibility, moreover, assumes that language
acquisition of an L2 involves a combination of both explicit and
implicit learning. According to this assumption, explicit learning can
provide a foundation of language knowledge and structure, while
implicit learning can help develop fluency and natural language use.
Hence, the authors elucidate that explicit learning involves gaining
meaning during comprehension, whereas implicit learning is involved in
the development of natural, fluent language use and the construction
of the linguistic system.

Section 4, ‘Can explicitly learned knowledge become implicit
representation?’, discusses three possibilities for explicit knowledge
to become implicit knowledge. While the first possibility argues that
explicit knowledge can become implicit through practice and
repetition, the second possibility claims that explicit and implicit
knowledge are fundamentally different and cannot be transformed into
one another. The third possibility, however, suggests that explicit
knowledge does not necessarily become implicit, but it can provide a
foundation for the development of implicit knowledge. Here, the
authors assure that explicit learning and implicit learning are two
different processes that involve different types of linguistic
elements.

Building upon the above theoretical perspectives, Section 5, ‘But
Wait…’, highlights some issues related to the previous arguments.
Taking a generative approach on the nature of language, the authors
firstly discuss approaches such as usage-based approaches (UPAs) that
emphasize the role of implicit learning in language acquisition
because it allows learners to internalize patterns of usage and
develop their linguistic competence in a way that is sensitive to the
communicative context. As learners encounter new linguistic input,
they extract patterns and regularities from it and use this knowledge
to make predictions about future language use. Thus, learners can
develop their linguistic skills through exposure to naturalistic
language use in their environment. Then, the noticing hypothesis (NH)
proposed by Richard Schmidt in 1990 is introduced. In this respect, NH
is elucidated as a theory in SLA which proposes that learners must
first notice and become aware of linguistic features in input before
they can begin to acquire them. Once learners have noticed a
linguistic feature, they can begin to focus their attention on it and
work to incorporate it into their own language production. Through
this process of noticing and attending to linguistic features,
learners can gradually expand their linguistic knowledge and ability.
Although the NH has been supported by research in SLA, some
researchers have pointed out that the role of noticing may vary
depending on the learner's individual learning style and the
complexity of the linguistic feature being learned. The poverty of the
stimulus (POS) was then presented as a Chomskyan concept that refers
to the ability of L1 learners to learn and use grammatical rules that
they have never been explicitly taught, and that these rules are often
abstract and difficult to infer from the linguistic input that they
receive. For example, children are able to learn and use grammatical
constructions such as passive sentences or relative clauses, which are
not always used consistently in the input that they receive. Thus, The
POS highlights the need for an innate language acquisition mechanism
that is able to bridge the gap between the limited input that learners
receive and the complex linguistic knowledge that they are able to
acquire. The POS, therefore, represents a challenge for proponents of
explicit learning who deny the role of innate mechanisms in language
acquisition. The authors conclude that the POS continues to be a topic
of debate and discussion which is likely to continue to influence
research in this field for many years to come.

Section 6, “Concluding remarks”, points out that despite some
differences in the processes of first and second language acquisition,
there are many similarities that suggest that the same underlying
mechanisms and cognitive processes are involved in both cases. It also
asserts the importance of both explicit and implicit knowledge in
learning and skill acquisition. While explicit knowledge provides a
conscious understanding of concepts and rules, implicit knowledge
allows individuals to perform tasks automatically and without
conscious effort. Both types of knowledge are important and
complementary, and the development of one can support the development
of the other. Moreover, implicit learning is believed to play a
crucial role in language acquisition, regardless of the learning
context and learners' age.

EVALUATION

The introduction of this book states that it aims to delve into the
two primary ways that language learners acquire language: explicit and
implicit learning. Indeed, this book succeeds to do so. The authors
explore the differences between these two methods, as well as their
respective benefits and drawbacks. They also discuss the role of
instruction and feedback in language learning and how it can affect
the development of explicit and implicit learning skills.
One of the strengths of the book is its clear and accessible writing
style, making it a valuable resource for both students and scholars in
the field of second language acquisition. The authors also provide a
comprehensive overview of the research conducted in this area, giving
readers a deep understanding of the underlying theories and concepts.
A minor point of criticism, however, is that it ignores the role of
some important factors in language acquisition. For example, it does
not have a discussion about the role of motivation. which is a key
factor influencing language learning. It also hardly discusses
practical examples and case studies that might attract more interested
readers. Including such practical examples can make the book more
accessible to language teachers and learners.
Overall, while the book is a valuable resource for everyone interested
in understanding the different methods of language learning and their
effectiveness, it may not be comprehensive enough in addressing some
important factors that affect language learning such as motivation and
individual differences.

ABOUT THE REVIEWER

Asmaa Shehata is an Assistant Professor in the Department of Modern
Languages at the University of Mississippi. Her research interests
include second language phonology with a particular focus on
cross-language speech perception and production.

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