第二言語学習における暗黙的学習の支援と奨励（2/3）
授業でしっかり教えたはずの英語が、実際の会話では使えない――そんな経験はありませんか？
それは、明示的に学んだ知識が「暗黙的知識」にまで定着していないからかもしれません。
本稿では、英語教育に長年携わるPac先生が、第二言語習得の観点から、暗黙的学習とは何か、なぜそれが重要なのか、そして教室でどのように促すことができるのかを、理論と実践の両面から考察します。
明日からの授業に取り入れられるヒントも多数。言語教育に携わるすべての方に読んでいただきたい内容です。本記事は、全3回にわたる連載の第2回です。ぜひ前編・続編とあわせてご覧ください。
※今回より英語原文のみの掲載となります。
Supporting and Encouraging Implicit learning
in Second Language Learning (2/3)
Why Is Encouraging Implicit Learning in L2 Acquisition Important?
In the past two decades, there has been a merging of linguists and psychologists in the field of Second Language Acquisition (SLA) (Dörnyei, 2019). This has led to a rise in the examination of implicit learning. Traditionally, linguists were focused on the explicit modes when talking about SLA because of the contrast of learning an L1 versus and L2. However, L2 learners rely on both explicit and implicit modes. The exact mechanisms behind how these modes interact are still coming to light.
One theoretical foundation for this comes from the recognition of SLA as a skill. If one applies the Skill Acquisition Theory, L2 learning should share common traits with how other skills are acquired, such as the need to solve problems and make relative judgements as well as comparable replication (Taie, 2014). These concepts go against much of the formal assessment found in many secondary and higher education L2 language courses. Without an emphasis on implicit learning, students might feel they are only learning for a test and miss out on the true aim of language learning. In my own language studies, I have found that only having an exam as a final objective hinders motivation and engagement.
Another reason for emphasizing implicit learning is that it is something we are always doing (Ellis et al., 2015). While we cannot rely solely on implicit modes for L2 language like children learning their L1 do, these processes are nevertheless running in the background. If we are not taking advantage of them, we are doing our students a disservice. Our language knowledge is not a simple store of knowledge that we access like data on a computer. It is dependent on several variables, many of which would be considered implicit in nature. This is especially true when we are teaching complex and contextual language such as idioms. In my experience, learners are not very likely to produce these types of phrases just by doing focused exercises and practice.
Finally, by focusing on implicit learning, we can make lessons more personal and meaningful. Ideally, students should be making any language they learn relevant to their own interests and experiences. This is a key component of motivation (Dörnyei, 2005). When too much of the language is presented in an explicit manner, some students will focus on the target forms when outputting, instead of conveying meaning. This can often lead to disjointed speech in the production stage of lessons, which has no purpose outside of completing the task at hand.
References:
・Dörnyei, Z. (2019). Psychology of language learning: The past, present and future. Journal for the Psychology of Language Learning, 1, 22–41.
・Taie, M. (2014). Skill acquisition theory and its important concepts in SLA. Theory and Practice in Language Studies, 4(9), 1971ｰ1976.
・Ellis, N. C. (2015). Implicit AND explicit language learning: Their dynamic interface and complexity. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 3–23). John Benjamins.
・Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Routledge.
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