Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data

Nermin Hosny Yusuf

doi:doi:10.11648/j.cls.20210702.11

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Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data

Nermin Hosny Yusuf

Published in Communication and Linguistics Studies (Volume 7, Issue 2)

Received: 15 March 2021 Accepted: 6 April 2021 Published: 14 May 2021

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Abstract

It is an ultimate goal for second language learners to attain a high-level of proficiency and produce L2 accurately as well as fluently. Yet, according to second language learning enormity particularly in a later stage, a considerable number of learners may experience excruciating difficulties. Suffice it to mention that some learners may not even succeed in developing language rudiments. To ascertain the learners’ potential, second language acquisition theories have, for long, attempted to account for the difficulties faced by second language learners who tend to think and produce language in a rule-governed way. Inherent to such theories, explicit versus implicit learning approaches attempted to uncover the associated factors affecting second language learning. Accordingly, this has amassed a growing body of research over the issue of implicit learning which has been investigated in various disciplines including SLA and pedagogy, psycholinguistics, and cognitive and neuroscience. This paper places focus on implicit learning highlighting its importance in second language learning as well as its benefits which extend to language automaticity. The paper presents studies probing the effectiveness of implicit learning on various levels; after which neuroscientific data is presented to account for the advantages and development of implicit learning explicating the memory systems underpinning the learning process as well as the neural processes lying at the core therein. Finally, implications are provided.

Published in	Communication and Linguistics Studies (Volume 7, Issue 2)
DOI	10.11648/j.cls.20210702.11
Page(s)	21-30
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Implicit Learning, Automaticity, Procedural Memory, Implicit Competence

References

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Nermin Hosny Yusuf. (2021). Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data. Communication and Linguistics Studies, 7(2), 21-30. https://doi.org/10.11648/j.cls.20210702.11

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Nermin Hosny Yusuf. Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data. Commun. Linguist. Stud. 2021, 7(2), 21-30. doi: 10.11648/j.cls.20210702.11

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Nermin Hosny Yusuf. Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data. Commun Linguist Stud. 2021;7(2):21-30. doi: 10.11648/j.cls.20210702.11

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@article{10.11648/j.cls.20210702.11,
  author = {Nermin Hosny Yusuf},
  title = {Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data},
  journal = {Communication and Linguistics Studies},
  volume = {7},
  number = {2},
  pages = {21-30},
  doi = {10.11648/j.cls.20210702.11},
  url = {https://doi.org/10.11648/j.cls.20210702.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cls.20210702.11},
  abstract = {It is an ultimate goal for second language learners to attain a high-level of proficiency and produce L2 accurately as well as fluently. Yet, according to second language learning enormity particularly in a later stage, a considerable number of learners may experience excruciating difficulties. Suffice it to mention that some learners may not even succeed in developing language rudiments. To ascertain the learners’ potential, second language acquisition theories have, for long, attempted to account for the difficulties faced by second language learners who tend to think and produce language in a rule-governed way. Inherent to such theories, explicit versus implicit learning approaches attempted to uncover the associated factors affecting second language learning. Accordingly, this has amassed a growing body of research over the issue of implicit learning which has been investigated in various disciplines including SLA and pedagogy, psycholinguistics, and cognitive and neuroscience. This paper places focus on implicit learning highlighting its importance in second language learning as well as its benefits which extend to language automaticity. The paper presents studies probing the effectiveness of implicit learning on various levels; after which neuroscientific data is presented to account for the advantages and development of implicit learning explicating the memory systems underpinning the learning process as well as the neural processes lying at the core therein. Finally, implications are provided.},
 year = {2021}
}

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TY  - JOUR
T1  - Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data
AU  - Nermin Hosny Yusuf
Y1  - 2021/05/14
PY  - 2021
N1  - https://doi.org/10.11648/j.cls.20210702.11
DO  - 10.11648/j.cls.20210702.11
T2  - Communication and Linguistics Studies
JF  - Communication and Linguistics Studies
JO  - Communication and Linguistics Studies
SP  - 21
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PB  - Science Publishing Group
SN  - 2380-2529
UR  - https://doi.org/10.11648/j.cls.20210702.11
AB  - It is an ultimate goal for second language learners to attain a high-level of proficiency and produce L2 accurately as well as fluently. Yet, according to second language learning enormity particularly in a later stage, a considerable number of learners may experience excruciating difficulties. Suffice it to mention that some learners may not even succeed in developing language rudiments. To ascertain the learners’ potential, second language acquisition theories have, for long, attempted to account for the difficulties faced by second language learners who tend to think and produce language in a rule-governed way. Inherent to such theories, explicit versus implicit learning approaches attempted to uncover the associated factors affecting second language learning. Accordingly, this has amassed a growing body of research over the issue of implicit learning which has been investigated in various disciplines including SLA and pedagogy, psycholinguistics, and cognitive and neuroscience. This paper places focus on implicit learning highlighting its importance in second language learning as well as its benefits which extend to language automaticity. The paper presents studies probing the effectiveness of implicit learning on various levels; after which neuroscientific data is presented to account for the advantages and development of implicit learning explicating the memory systems underpinning the learning process as well as the neural processes lying at the core therein. Finally, implications are provided.
VL  - 7
IS  - 2
ER  -

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Nermin Hosny Yusuf

English and Scientific Methods Department, The German University in Cairo, Cairo, Egypt

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Nermin Hosny Yusuf. (2021). Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data. Communication and Linguistics Studies, 7(2), 21-30. https://doi.org/10.11648/j.cls.20210702.11

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Nermin Hosny Yusuf. Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data. Commun. Linguist. Stud. 2021, 7(2), 21-30. doi: 10.11648/j.cls.20210702.11

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Nermin Hosny Yusuf. Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data. Commun Linguist Stud. 2021;7(2):21-30. doi: 10.11648/j.cls.20210702.11

Copy | Download

@article{10.11648/j.cls.20210702.11,
  author = {Nermin Hosny Yusuf},
  title = {Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data},
  journal = {Communication and Linguistics Studies},
  volume = {7},
  number = {2},
  pages = {21-30},
  doi = {10.11648/j.cls.20210702.11},
  url = {https://doi.org/10.11648/j.cls.20210702.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cls.20210702.11},
  abstract = {It is an ultimate goal for second language learners to attain a high-level of proficiency and produce L2 accurately as well as fluently. Yet, according to second language learning enormity particularly in a later stage, a considerable number of learners may experience excruciating difficulties. Suffice it to mention that some learners may not even succeed in developing language rudiments. To ascertain the learners’ potential, second language acquisition theories have, for long, attempted to account for the difficulties faced by second language learners who tend to think and produce language in a rule-governed way. Inherent to such theories, explicit versus implicit learning approaches attempted to uncover the associated factors affecting second language learning. Accordingly, this has amassed a growing body of research over the issue of implicit learning which has been investigated in various disciplines including SLA and pedagogy, psycholinguistics, and cognitive and neuroscience. This paper places focus on implicit learning highlighting its importance in second language learning as well as its benefits which extend to language automaticity. The paper presents studies probing the effectiveness of implicit learning on various levels; after which neuroscientific data is presented to account for the advantages and development of implicit learning explicating the memory systems underpinning the learning process as well as the neural processes lying at the core therein. Finally, implications are provided.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Implicit Learning in Second Language Acquisition: Insights from Neuroscientific Data
AU  - Nermin Hosny Yusuf
Y1  - 2021/05/14
PY  - 2021
N1  - https://doi.org/10.11648/j.cls.20210702.11
DO  - 10.11648/j.cls.20210702.11
T2  - Communication and Linguistics Studies
JF  - Communication and Linguistics Studies
JO  - Communication and Linguistics Studies
SP  - 21
EP  - 30
PB  - Science Publishing Group
SN  - 2380-2529
UR  - https://doi.org/10.11648/j.cls.20210702.11
AB  - It is an ultimate goal for second language learners to attain a high-level of proficiency and produce L2 accurately as well as fluently. Yet, according to second language learning enormity particularly in a later stage, a considerable number of learners may experience excruciating difficulties. Suffice it to mention that some learners may not even succeed in developing language rudiments. To ascertain the learners’ potential, second language acquisition theories have, for long, attempted to account for the difficulties faced by second language learners who tend to think and produce language in a rule-governed way. Inherent to such theories, explicit versus implicit learning approaches attempted to uncover the associated factors affecting second language learning. Accordingly, this has amassed a growing body of research over the issue of implicit learning which has been investigated in various disciplines including SLA and pedagogy, psycholinguistics, and cognitive and neuroscience. This paper places focus on implicit learning highlighting its importance in second language learning as well as its benefits which extend to language automaticity. The paper presents studies probing the effectiveness of implicit learning on various levels; after which neuroscientific data is presented to account for the advantages and development of implicit learning explicating the memory systems underpinning the learning process as well as the neural processes lying at the core therein. Finally, implications are provided.
VL  - 7
IS  - 2
ER  -

Copy | Download