Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal

Abstract

This paper proposes nine hypotheses fur empirical research aiming to assess under which conditions explicit grammar instruction helps the acquisition of implicit knowledge of a second language. The results of empirical studies, designed m the basis of these hypothesis, may replace the unqualified interface and noninterface positions by qualified positions claiming thal explicit instruction facilitates the acquisition of implicit knowledge under specific conditions. These conditions depend on factors such as linguistic domain, complexity, scope and reliability, and semantic or formal redundancy of the target structures. Furthermore, they depend on factors such as rule versus item learning and reception versus production. Finally, they depend on moderating fa tors such as type of instruction, fluency of performance, and learner characteristics.