Student perceptions of implicit and explicit instructional approaches in a second language classroom.

摘要

Recent research into second language acquisition has focused considerable energy on two complementary modes of learning, implicit and explicit. Current theoretical understanding suggests that the bulk of language learning is accomplished by implicit (unconscious) processes, although this position is offset by empirical research that indicates an important role for explicit (conscious) learning processes. Furthermore, learner beliefs and attitudes regarding different approaches to second language instruction represent a significant component of the language learning process. In spite of this identified concern, little empirical research in this area has been published and most of it has adopted quantitative, survey-based methodologies.;This study employed a qualitative methodology to describe student perceptions of various instructional approaches in one Grade 12 Immersion French class. Three methods were used in this study. Participant post-lesson journals recorded perceptions of the helpfulness of the variety of instructional approaches used in the classroom, follow-up interviews invited participants to reflect more deeply and report on their language learning processes, and classroom observations by the researcher helped to establish the instructional environment and confirm participant reports within the context of this study. The analysis of data identified patterns of instructional approaches with particular emphasis on finding consistent relationships between reports of learner perceptions and implicit or explicit learning modes. Six themes related to the implicit-explicit framework arose from the data collected, as well as two additional themes. In conclusion, the findings of this study confirmed many earlier research findings on implicit and explicit learning and provided support to the importance of researching this above theoretical framework from learners' perceptions in a natural classroom setting.