The Benefits and Limitations of Explicit Knowledge - Essay Example

The Benefits and Limitations of Explicit Knowledge It is quite intriguing that one learns his first language (L1) by not having to study the grammatical rules it entails. What’s surprising most is that people actually learn it through exposure from the surrounding environment that contains quite basic linguistic. Conversely, as time goes on cognition grows, and the tendency of acquiring linguistic input from the environment consistently reduces. Hence, the need to supplement an additional language in response to the cognitive maturation, a person will have to seek other dissimilar cognitive processes. One of the essential questions researchers ask is if it is quite possible for a person to learn a second language by merely being naturally exposed to it, even though he actually understands nothing about it. Or possibly one needs to acquire or have explicit knowledge regarding the various rules of grammar the second language has to enhance his cognitive capabilities. Explicit knowledge is an important element in ensuring that a learner gets optimal results from learning L2 language. That knowledge that a person consciously acquires and uses it to eloquently speak or communicate with others is known as explicit knowledge. It usually involves knowing and following the grammatical conventions of the language. On the other hand, implicit knowledge is referred to the knowledge naturally acquired from the environment without necessarily being taught by someone. It is generally not explicit. It does not need someone to be conscious to acquire it. Hence saying that one acquires explicit knowledge through self consciousness, intentionally and putting an effort to acquire it is proper. Various studies have stressed that a correlation exists between the explicit and implicit knowledge while some do not concur with this line of thought. However for this paper the consensus is that explicit enhances implicit knowledge and the combination of these two knowledge’s produces better outcomes for L2 learning (Roehr, 2008a). Acquisition of Explicit knowledge of various rules in grammar as therefore, become a contentious issue in second language learning (SLA), , and there is a lot of research done so as to determine its effectiveness in building up the grammatical proficiency and presentation of the learners. Possibly the accelerated research on this subject may be partly influenced by an approach of grammar rules, which is communication dependent: in that the focus of this approach is on communication without strictly following the required grammatical conventions. However, there are practitioners and researchers that argue that having explicit knowledge on rules of grammar; that is being aware of the rules and conventions of grammar of a certain language, will enable learners to develop their linguistic capabilities since they can be able to know when they make an error. Accordingly, this will enable learners to recreate grammatical structures depending on how they understand it (Roehr, 2008a). Also, other researchers think explicit knowledge to be not really useful as some learners can acquire implicitly the necessary grammatical structures from constantly being exposed to input, even though they are not aware of the rules. Furthermore, the nature of this debate is related to other studies in SLA, like implicit vs. explicit knowledge (Akakura, 2012). Thus from the various researches carried out in regard to L2 learning, explicit knowledge is evidently quite significant in the growth of a learners grammar proficiency and presentation. Though, notably, there are a number of variables in the learner and other conditions of the instructions that determine to what degree the explicit knowledge will be valuable (Akakura, 2012). Explicit knowledge can be quite an essential supplement to cover the shortcomings derived from our implicit knowledge. It will build up more opportunities in implicit learning, since through the understanding of language we are able to gain more knowledge on various matters. It also gives more insight on the already acquired implicit knowledge. “In conclusion, while we cannot exclude cases where we learn language aspects that are not specifically attended to, it is universally accepted that specifically attending to aspects of the language input enhances the effectiveness of learning” (Dörnyei, 2009, p. 166). L2 learning can also be enhanced by methods such as focusing on the form by which various explicit and implicit learning conditions are tested to determine their effectiveness. An example of such a research study that focuses on the form was conducted by Norris & Ortega (2001). They analyzed a number studies between a set period of time (1980-1998). Their findings reveal that instructions that are focus formed are very effective in that learners who were given focused form instructions outshined those that were in a controlled situation. The explicit instructions turned out to be the most effective, although they might have been in favor of those exposed to explicit environment. Thus from the findings of these researchers it is quite convincing that explicit instructions enhance learners performance (Norris & Ortega, 2001). However, the explicit knowledge in some cases was a short term effect and ended up being forgotten. Thus, the proposition was that for achieving better long term effects of explicit knowledge it needed to be constantly reinforced, by developing tasks that all learners can participate collectively and maintaining the required rules and conventions of grammar, for successful completion of the task. Research studies on L2 learning have been widely conducted around the world taking into account the various levels of education that is from secondary schools, to colleges and universities. Results depict that the context of teaching L2 language varies in these regions. This may due to the different ways of formulation of language instructions or people’s characteristics differ. A person characteristic actually can fluid his level of acquisition of explicit knowledge, thus his capacity to use it efficiently. One such research study aimed at determining the influence of individual’s characteristic on performing well in L2 learning was done by Roehr & Gánem-Gutiérrez (2009). The research findings show that the first language and aptitude had an effect on acquisition of explicit knowledge. However, there was no link of a person’s working memory with his comprehension of explicit knowledge. Thus, experience of learning and aptitude significantly affects the ability to comprehend explicit knowledge, which further leads to language proficiency (Roehr & Gánem-Gutiérrez, 2009). The types of explicit instructions relayed usually determine whether the learners can retain the grammatical forms. Hence affects accordingly the retention of explicit and implicit knowledge. Akakura (2012) carried out a study to prove this relation. The setting of the study was in a computer institution. The individuals used for the study were issued instructions that were form focused. A different approach was utilized in distinguishing between the two types of knowledge. The results derived revealed that the individuals portrayed ability to recognize and produce articles. Though the study was conducted in the computer environment the results are quite significant in our study of benefits of explicit knowledge. Individuals tend produce better results when they are given independence to make their own decisions, including working at their own convenience. Thus, this show explicit instructions foster growth of explicit knowledge and have also, wide applications outside L2 learning (Akakura, 2012). Although, the effect of explicit knowledge in increasing rates of being more attentive in the manner of stimulus recognition is quite undeniable, the effects of having more awareness among the learners and more explicit knowledge is not really clear. Also, there is no guarantee that by using meta-linguistic knowledge one will achieve better performance. In addition, learners having too much or high awareness that even exceed the point of noticing can be pointless or perhaps unessential in particular circumstances. The availability of limited working memory capacity renders the processing of large tracks of information impossible hence only a limited track of information is processed at a particular time. Hence, having too much explicit knowledge is not helpful enough to deliver good results (Roehr, 2008a). Some grammatical instructions are not much applied in our every day’s activities and interactions; these instructions sometimes are of the complex nature; this situation renders the use of explicit knowledge less helpful. This is partly influenced by the many prepositions and further distinct rules that govern the construction of sentences, and smaller deviation will render an unintended meaning to be relayed. All these rules and prepositions involved in construction of sentences so as to deliver the required outcome are many, and they have some negative impacts on explicit knowledge usage. These shortcomings accrued are that due to the large of information needed to be processed it overworks the memory thus the acquisition of the explicit knowledge becomes a burden; and the ability for explicit knowledge being applied in different situations reduces (Roehr, 2008a). In conclusion, the achievement of L2 learning can be achieved through the incorporation of explicit and implicit knowledge. Although, explicit knowledge contains some limitations, it is no doubt that the benefits realized surpass its shortcomings. Also, the acquisition of explicit knowledge can help also a learner in other settings outside L2 learning like in the management process of the various business entities. It increases the ability of individual’s to better express themselves to other people and improves their language proficiency. However, one might not really apply all the explicit knowledge acquired to real life situations. In order to achieve and have a better understanding of L2 learning the learners should develop a positive attitude towards explicit learning. Also, in knowledge acquisition it is important to acknowledge the importance of implicit language in developmental of an individuals’ language understanding. References Akakura, M. (2012). Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge. Language Teaching Research , 16 (1), 9-37. Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press. Norris, J. M. & Ortega, L. (2001). Does type of instruction make a difference? Substantive findings from a meta-analytic review. Language Learning , 51 (1), 157-213. Roehr, K. (2008a). Linguistic and metalinguistic categories in second language learning. Cognitive Linguistics , 19 (1), 67-106. Roehr, K. &. Gánem-Gutiérrez, G.A. (2009). The status of metalinguistic knowledge in instructed adult L2 learning. Language Awareness , 18 (2), 165-181. Modal Verbs Name Institution Date Difficulty in Learning Modal verbs The process of Teaching or learning English especially as a second language is quite challenging due to the complicated nature of modal verbs used. Various forms of communications from asking permissions to responsibility usually have varying forms of expression. Hence, modal verbs are important in facilitating an efficient and understandable communication pattern in the society and therefore, they form a significant aspect in the human language. It would be hard to persuasively tell somebody something or present a science project without the use of modal verbs. Modal verbs enhance the texts to be much precise and clear in its meaning. A communication pattern without proper structure is deemed to fail, thus the necessity of having good knowledge on the grammar involved for efficient communication. Modals are generally complex entities, and if a possible way to simplify them was found, learners could experience fewer problems when learning English. Originally the English modal verbs seem to be derived from the Germanic language. Examples of modal verbs are would, could, will, must, can, should. There has been always a distinct dissimilarity of models to the ordinary Germanic verbs and as far as English is concerned they have also further diverged from normal verbs, and they are put in their own distinct category. Since the meanings of modal verbs can be expressed in other languages in the form of verbal inflections, therefore the distinct category can be known as inflection. Thus, it is essential to first discuss the morphological and syntactical differences between models and the other verbs in English (Bolitho, 1995). The ordinary verbs in English are finite; they have distinct forms, whereas the models are in singular, invariable forms. It is a rule not to end the modal verbs with –s, even though the sentence expresses third person. For example, it is not appropriate to say that; he (can-s) walk to work; the correct expression is; he (can) walk to work. Also, past tenses of modal verbs do not exist. Although it is known that should, could, would and might were the Germanic past tense of the words shall, can, will and may; this is not the case today. But in particular contexts the past tense of can today can be termed as could. In addition, medals have neither past nor present participles. For example; the expressions (Cann -ing) go to work is fun to him is not correct; (being able) to go to work is fun for him is appropriate. Also, Tom has (May –ed) to go swimming. The correct version is; Tom has (been allowed) to go swimming. Another major distinguishing factor is that modal verbs cannot be applied to-infinitive clauses. For example Peter wants to can go to Paris. The paraphrased form is Peter wants to be able to go to Paris (Bolitho, 1995). A study carried out by Ferris (2002); show that both learners of L1 and L2 language have difficulties when it comes to incorporation of modal verbs in sentences. The first language learners (L1) usually make bad use of modal verbs in their sentences. This trend flows to L2 learners who perpetuate even more this wrong use of modal verbs. They tend to prolong these mistakes to other areas in grammar such as writing correct phrases of verbs. Thus, it is appropriate for teachers to be able to notice and correct this error prior to teaching the students this knowledge. Thus, an approach of teaching the use of models from the easiest to the difficult ones can be used. However, it is a tricky approach in that it is impossible to distinguish to whom the modal is simple since which might seem to be easy to one may be difficult for the other (Ferris, 2002). Learning how to use the correct syntax in forming sentences is crucial. Syntax is the formulating of sentences by including correct grammatical conventions, properly relating the various clauses, words and phrases to give purposeful meaning. There is the need to learn how to form sentences and how they are expressed in certain languages. Thus, good structured sentences are termed to be grammatically appropriate and in accordance with the governing guidelines of syntax of a specific language while unstructured sentences are ungrammatical and they violate the set rules governing syntax writing (Celcie-Murcia, 1999). To develop a better understanding on the use of modal verbs among learners there is the need to create a systematic structured way of teaching modal verbs. This is a result of learners developing knowledge on the use of the modals in settings far from the classrooms. Teachers need to develop clarity when teaching and expound more on how to use the modals. Meanings that tend to be vague should be clearly discussed ensuring they are totally understood. There should be a culture of continuous use of the correct grammatical structure of the modals to ascertain that their use exhibit long term effects. Moreover, a good knowledge base on the use and applicability of the medals in the part of the teacher will foster better understanding among the learners since all ambiguities will be properly addressed (Celcie-Murcia M., 1999). The following activities will help enhance better understanding of the use of modal verbs. The first activity is to determine the role of different modal verbs. First, engage the learners in reading a short passage of text which contains modal verbs. Then engage them in a brainstorming session where they have to reflect on the significance, and things learnt from the passage. Then by underlining all the modal verbs involved in the text, let them reflect on the meanings of each word and sentence. The analysis should be systematic in that sentence by sentence. Then replace the underlined modal verb with another one and try to compare the meaning of the two sentences. For example; the sentence I can imagine means that the individual is able to imagine being something else. Rewriting the sentence as; I should imagine possibly means that the individual is obliged to do something but has not done it yet (Cowan, 2008). At this point involve them thoroughly in trying to derive sensible meanings from these sentences. Firstly, knowing what is to be communicated is the essential aspect. From this text the individual tells us that he is able to imagine being something else say a Lion. This is solemnly the main objective of the text, putting one in another’s shoes. The use of the word should therefore probably tells us that the individual feels obliged to, even though he might not necessarily want to imagine it. Now reading the full sentence from the passage; I can imagine what it would be like if I were a Lion. Rewriting the sentence with another modal verb; I can imagine what it might be like if I were a Lion. The difference between these two sentences is that in the first mean, the individual is quite certain while the second (might) there is doubt on being a Lion. Thus, it is quite possible to change a sentence meaning by replacing the modal verbs (Cowan, 2008). The second activity would be to determine the nuances in implication of modal verbs. List the various modal verbs and explain what each mean, then group those that are closely related together. Then try to distinguish which are certain and uncertain. For example, in doing something using can means there is much certainty while using might shows being unsure. Using the word ought to will be much certain than might but not as can. Group all the modal verbs depending on the degree of relation. Then engage each learner to develop a thinking grid where they will reflect things they would, must, could, might, should like to accomplish. Then things they would not do, or could not do and should not do. This will enable them able to recall on what aspects they learn (Cowan, 2008). Furthermore, use of mechanisms which try to correct the various errors made by learners will help them develop a good proficiency in the use of modal verbs. The act of just detecting that an error is made is of no much use, thus in order for error correction to be useful there is the need to give feedback on errors that were found. This will help them revisit their previous work and make necessary adjustments which will be beneficial in the long run. Some of the pedagogical propositions that arise are: Firstly, teachers need to avoid absconding from correcting various errors that students make; since the feedback help’s the student realize their mistakes and provides them with an opportunity to improve their use of grammar language proficiently. After correcting of the errors, it will improve on their comprehension of the grammatical rules involved. Secondly, another implication is the kind of error feedback that is best beneficial. As Ferris (2002) found that students are in favor of the method of errors being highlighted and then correct them on their own. Although, some studies suggest that, students like the errors being corrected for them. Due to this disagreement teachers should be independent on defining which method is beneficial and fit for their students. Thirdly, the error correction method may be of no use. Some learners may decide to ignore the errors highlighted and thus renders the process unfruitful. Also, the complexity of the syntactic structure of the language may inhibit the learner to correctly apply any corrections on his own. Thus in the use of correction feedback there should be a consideration of the learners abilities. References Bolitho, R. & Tomlinson, B. (1995). Discover English: a language awareness workbook. Oxford: Heinemann. Celcie-Murcia M., &. Larsen-Freeman, D. (1999). The Grammar Book: An ESL/EFL Teacher’s Course (2nd edition ed.). Boston, MA: Heinle & Heinle. Cowan, R. (2008). The Teacher’s Grammar of English. Cambridge: Cambridge University Press. Ferris, D. R. (2002). Treatment of Errors in Second Language Student Writing. Ann Arbor: The University of Michigan. Read More