Implicit versus explicit learning: Some implications for L2 teaching

Recent psychological evidence about “implicit” learning has strong implications for the educational arena. First, it contributes to counterbalance the predominance of “explicit” educational models, based on the transmission of formal rules, by considering informal active/manipulative behavior as the foundation of learning and knowledge-building. Secondly, implicit learning evidence helps build more efficient learning environments by indicating new minimally invasive educational tools to boost learners initial exemplar manipulation. Reflection and intentionality which characterise the explicit deductive thinking mode, when they finally come, may thus be activated after a preliminary implicit exploratory phase has completed at best. Specifically, these possibilities are indicated for designing meaningful L2 learning environments.