The Nature of Second Language Knowledge

(Introduction to instructed second language acquisition)

FAUZI ATUNNISA-
SHERLY DWIPUTRI FERDI
JUDUL PRSESENTASI
The nature of second language knowledge, often abbreviated as L2
knowledge, is a complex and multifaceted topic studied in the field of
Second Language Acquisition (SLA). It refers to the understanding and
proficiency that individuals develop in a language that is not their native
language.
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the Second Language
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 The Nature of L2 Knowledge
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Explicit and implicit L2
knowledge
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Declarative and procedural
knowledge

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L2 knowledge of aspects of
language
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 JUDUL PRSESENTASI
Explicit L2 knowledge is knowledge that learners are aware of and
Explicit and implicit L2 can retrieve consciously from memory. It is knowledge about
knowledge language. Learners know that they possess this information, and they
can verbalize it as a rule or a description of L2 usage.
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In contrast, According to R. Ellis, 2005 ; Rebuschat, 2013 ; Sonbul &

Schmitt, 2013) Implicit L2 knowledge has been called knowledge of
languageNama
rather- than
Nimknowledge about language. Implicit knowledge is
considered to be unconscious. In other words, learners do not necessarily
know that they know it, nor are they able to verbalize it.
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 Declarative knowledge is knowledge that learners are aware of and

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can verbalize. declarative knowledge includes understanding
vocabulary, grammar rules, and language functions.

Declarative and
procedural knowledge
In contrast, procedural knowledge is automatized and available for use
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without awareness. It involves skills, strategies, and processes that are
applied automatically without conscious awareness.

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However, one difference - Nim explicit and implicit
between
knowledge on the one hand, and declarative and procedural
knowledge on the other pertains to the relationship that is
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the two respective types of
knowledge. Texttexttextxtextexttext
 L2 knowledge, or second language knowledge, refers to an

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individual's understanding and proficiency in a language that is not
their native or first language (L1). L2 knowledge encompasses
several aspects of language, each of which plays a crucial role in
L2 knowledge of aspects one's ability to communicate effectively in a second language. These
of language aspects include:

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Phonological Knowledge Morphological Knowledge Syntactic Knowledge

Pragmatic Knowledge Discourse Knowledge

Semantic Knowledge
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Sociolinguistic Knowledge Cultural Knowledge Metalinguistic Knowledge

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 The acquisition of L2 knowledge
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• Acquisition of explicit knowledge

(Formal Instruction)

Explicit knowledge is often imparted through formal instruction, including grammar lessons,
vocabulary explanations, and structured language classes. Learners receive explicit information
Point 2 iii structures, and vocabulary through textbooks, teachers, or
about language rules, tenses, sentence
online resources.

• Acquisition of implicit knowledge

( Repetitive practice)

In this case, learner can through continuous use and repetition, certain language forms become
ingrained in learners' implicit knowledge, allowing for smoother communication.
 The Interface Hypothesis emphasizes the
JUDULdynamic
PRSESENTASI
interaction between explicit and implicit
learning systems in SLA. Both types of knowledge
are valuable, and their integration is essential for
comprehensive language acquisition. Explicit
Interface hypothesis knowledgeiii provides conscious understanding and
metalinguistic awareness, while implicit knowledge
enables natural, automatic language use. Effective
language instruction recognizes the interplay between
these systems, creating opportunities for learners to
transition seamlessly
 The Measurement of L2
Knowledge
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The measurement of L2 (second
language) knowledge involves assessing both
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explicit (conscious, formal knowledge) and
implicit (subconscious, automatic knowledge)
aspects of language proficiency. Researchers
and educators employ various methods to
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measure these types of knowledge in the
context of Second Language Acquisition
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(SLA). Texttexttextxtextexttext
 EMPIRICAL EVIDENCE
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Empirical evidence in the context of Second Language Acquisition
(SLA) refers to data and observations obtained through systematic
research methods. Both explicit and implicit aspects of second language
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knowledge have been studied extensively, and researchers have
employed various empirical approaches to understand how explicit and
implicit knowledge are acquired, processed, and utilized.
 The Relationship between Instruction

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Explicit knowledge resulting from explicit
instruction.

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Implicit knowledge resulting from explicit
instruction
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 JUDUL PRSESENTASI
Explicit knowledge resulting from explicit
Explicit knowledge in the context of second language learning
instruction.
refers to consciously accessible knowledge about the rules,
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structures, and features of a language. It is knowledge that
learners are aware of and can articulate. Explicit knowledge
often results from explicit instruction, which involves direct
teaching of language rules and concepts.
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 JUDULImplicit
PRSESENTASI
knowledge in the context of second language learning refers to
Implicit knowledge resulting from explicit
the subconscious, automatic, and intuitive understanding of language
instruction
rules and patterns. It is often developed through exposure, practice, and
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meaningful use of the language. Implicit knowledge allows learners to
use the language fluently and accurately, often without conscious
awareness of the underlying rules. Interestingly, implicit knowledge
can also result from explicit instruction, although the process of
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converting explicit knowledge into implicit knowledge can be gradual
and requires practice and exposure.
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 BAB I BAB II BAB III

PEDAGOGICAL IMPLICATIONS

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The nature of explicit and implicit second

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language knowledge has significant pedagogical
implications for language instruction. Teachers
can design effective language teaching
methodologies by considering the interplay
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between these two types of knowledge.

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