What are the major differences between implicit knowledge and

explicit knowledge? 000

Understanding Implicit vs. Explicit Knowledge

in Language Learning
When learning a language, it's important to know the difference between two
types of knowledge: implicit and explicit. Here’s a simple breakdown:

 What They Are:

 Implicit Knowledge: This is the kind of knowledge you have
without thinking about it. For example, when you speak a language
naturally, you use implicit knowledge. You know what sounds right
without being able to explain why.
 Explicit Knowledge: This is knowledge you can explain. It includes
rules about grammar and vocabulary. For instance, you can tell
someone the rules for forming past tense verbs.
 How They Work:
 Implicit Knowledge: You use this knowledge automatically when
you talk or write. You don’t have to think about the rules; you just
know them.
 Explicit Knowledge: You need to think about this knowledge when
you use it. It’s like studying for a test; you can recall facts and rules
when asked.
 Learning Style:
 Implicit Knowledge: This type of knowledge is often learned
through practice and exposure to the language, like listening and
speaking in real-life situations.
 Explicit Knowledge: This knowledge can be learned through
studying textbooks and grammar rules. It’s more about
memorization.
 Why It Matters:
 Implicit Knowledge: It helps you speak fluently and understand
the language naturally. This is important for real conversations.
 Explicit Knowledge: It helps you understand the language better
and can be useful for writing and formal communication.

What Should Be the Goal of Language

Teaching?
Many educators believe that the main goal of language teaching should be to
develop implicit knowledge. This is because being able to use a language
naturally and fluently is more important for effective communication than just
knowing the rules. While explicit knowledge is helpful, focusing on real-life
practice and interaction can help learners become more confident and fluent
speakers. Therefore, a good language program should aim to build both types of
knowledge, but with a stronger emphasis on implicit knowledge for better
communication skills.

based on chapter 5 can you answer this question : Which teaching

approaches, deductive or inductive, do you support? Why?

Supporting Teaching Approaches: Deductive

vs. Inductive
When considering whether to support deductive or inductive teaching
approaches, both have their strengths and weaknesses. Here’s a breakdown
based on Chapter 5:

Deductive Approach
 Definition: In a deductive approach, the teacher provides explicit rules
and explanations about a language structure before students practice it.
This means learners first learn the rule and then apply it through
exercises [1].
 Advantages:
 Clarity: It offers clear guidance, especially for new learners who
may need direct instruction to understand complex rules [2].
 Efficiency: It can save time in the classroom, as students receive
the information upfront and can quickly move to practice [3].
 Disadvantages:
 Limited Engagement: Some students may find this method less
engaging, as it can feel more like rote learning rather than
discovery [1].
 Over-reliance on Rules: Students might become too focused on
rules and struggle to use the language naturally in
conversation [2].
Inductive Approach
 Definition: In an inductive approach, learners are presented with
examples and are guided to discover the rules themselves. This method
encourages exploration and critical thinking [1].
 Advantages:
 Active Learning: It promotes engagement and helps students
develop a deeper understanding of the language by discovering
patterns on their own [1].
 Better Retention: Learners often remember rules better when
they have figured them out through examples rather than being
told directly [2].
 Disadvantages:
  Time-Consuming: This approach can take longer, as students may
struggle to identify rules without direct instruction [3].
 Frustration: Some learners may feel frustrated if they cannot
easily deduce the rules, leading to confusion and a lack of
confidence [1].
My Support

In my view, I support a balanced approach that incorporates both deductive

and inductive methods. While deductive teaching provides clarity and efficiency,
inductive teaching fosters engagement and deeper understanding. Depending
on the learners' familiarity with the language and the specific context, a
combination of both approaches can cater to different learning styles and needs.
For example, starting with a deductive explanation for new concepts followed by
inductive practice can help solidify understanding while keeping students
engaged. This flexibility allows teachers to adapt their methods to best support
their students' learning journeys.

EASIER EXPLAINATION
Choosing Between Deductive and Inductive
Teaching Approaches
When deciding whether to use deductive or inductive teaching methods, it's
important to understand what each approach means and how they can help
learners.

Deductive Approach
 What It Is: In this method, the teacher explains the rules of the language
first. For example, if you're learning about past tense, the teacher would
explain the rules before you practice using them.
 Pros:
 Clear Instructions: This method gives students clear rules to
follow, which can be helpful for beginners who need guidance.
 Saves Time: It can be quicker because students learn the rules
first and then practice right away.
 Cons:
 Less Fun: Some students might find this method boring because it
feels like memorizing rather than exploring.
 Focus on Rules: Students might get too caught up in the rules and
struggle to speak naturally.
Inductive Approach
 What It Is: Here, students learn by looking at examples and figuring out
the rules themselves. For instance, they might read sentences in the past
tense and then discuss what they notice about the verbs.
 Pros:
  Engaging: This method encourages students to be active learners,
making it more interesting.
 Better Understanding: Students often remember the rules better
because they discovered them on their own.
 Cons:
Takes Longer: It can take more time for students to figure out the

rules, which might be frustrating for some.
 Confusion: If students can’t see the rules clearly, they might feel
lost.
My Preference

I believe a mix of both methods is the best way to teach. Starting with a clear
explanation (deductive) can help students understand new concepts, and then
letting them explore and discover (inductive) can make learning more engaging.
This way, students get the best of both worlds: clear guidance and the chance to
learn actively. By using both methods, teachers can adapt to what works best
for their students, helping them learn more effectively.

Choose a particular type of student you are familiar with (e.g. secondary school students in your
country) and discuss to what extent metalanguage would be of value for these students. Give
your reasons.

For high school students in Vietnam, metalanguage can be particularly valuable for several
reasons, given the context of the Vietnamese education system and the importance of English
language learning for academic and professional success. Here’s an analysis of how and to what
extent metalanguage would benefit these students:

1. Supporting English Language Proficiency

 Value: English is a mandatory subject in Vietnamese high schools, and students are
required to master both grammar and communication skills. Metalanguage helps
students understand and analyze the rules of English more systematically, which is
critical for mastering the language.
 Reason: By understanding terms such as “noun clause,” “modal verb,” or “past
participle,” students can more easily grasp the differences between English and
Vietnamese, two languages with distinct structures. This knowledge enables them to
understand and apply English grammar more accurately, which is crucial for academic
achievement.

2. Preparing for National and International Exams

 Value: High school students in Vietnam often take national exams, like the Thi tốt
nghiệp THPT (high school graduation exam), which includes an English section that tests
grammar, vocabulary, reading comprehension, and writing skills. Many students also
aim to take international exams like IELTS or TOEFL to pursue education abroad.
  Reason: Metalanguage is essential for success in these exams. Knowing grammatical
terms such as "passive voice," "relative clause," or "conditional sentence" allows
students to understand exam questions more easily and apply their knowledge in a
focused way. For example, students who understand the difference between a
compound and a complex sentence can score higher on writing tasks that demand
grammatical accuracy.

3. Enhancing Classroom Communication and Learning Efficiency

 Value: In Vietnam, where English is often taught in large classes, effective teacher-
student communication is key to maximizing learning outcomes. Metalanguage allows
teachers to give precise instructions and feedback using terms that both they and the
students understand.
 Reason: For instance, when teachers use terms like “subject-verb agreement” or
“reported speech,” students can immediately identify the focus of the lesson or
feedback. This shared understanding increases the efficiency of language instruction,
allowing teachers to spend more time on practical application rather than explaining
basic concepts repeatedly.

4. Encouraging Independent and Lifelong Learning

 Value: Metalanguage empowers students to take control of their own learning,

especially as they prepare for university or vocational training, where independent
study is critical. It gives them the vocabulary and framework to understand and use
language-learning resources effectively, such as grammar guides, textbooks, and online
materials.
 Reason: If a student understands what "conjunction" or "gerund" means, they can
independently research how to use these grammatical structures, thus reinforcing their
learning outside of the classroom. This autonomy is essential in Vietnam’s educational
context, where self-study is often encouraged for exam preparation.

5. Fostering Critical Thinking and Analytical Skills

 Value: High school students in Vietnam are often encouraged to develop critical thinking
skills, especially as they approach university-level education. Metalanguage helps foster
these skills by encouraging students to think analytically about language.
 Reason: By using metalanguage, students learn to break down sentences, analyze
language patterns, and understand why certain grammatical rules apply. This not only
helps in language classes but also enhances their critical thinking in other subjects
where clear and logical communication is essential.
6. Bridging the Gap Between Vietnamese and English Grammar

 Value: The grammatical structures of Vietnamese and English differ greatly. Vietnamese
students often face challenges when learning English because of these differences.
Metalanguage can help bridge this gap by providing students with the terminology to
compare and contrast both languages.
 Reason: Understanding metalanguage enables students to identify why certain errors
happen, such as using incorrect word order or verb forms. For example, if a student
knows the term “subject-verb agreement,” they can see why a sentence like “He go to
school” is incorrect, despite being grammatically acceptable in Vietnamese.

Challenges:

 Overload of Information: Metalanguage can sometimes overwhelm students, especially

those who struggle with basic English proficiency. It’s essential for teachers to introduce
metalanguage gradually, ensuring that students have a solid understanding of the
underlying language skills before focusing too much on technical terms.
 Balancing Theory and Practice: While metalanguage is valuable for analysis and exam
preparation, it’s also important that students continue to develop their communication
skills through real-life language practice. Too much focus on metalanguage could result
in students knowing the rules without being able to apply them fluently in conversation.

Conclusion:

For high school students in Vietnam, metalanguage is of great value as it enhances grammatical
understanding, improves exam performance, and supports independent learning. It also helps
bridge the gap between Vietnamese and English grammar, fosters critical thinking, and aids in
effective classroom communication. However, it’s important for teachers to balance the use of
metalanguage with practical language activities to ensure students develop both a theoretical and
practical understanding of English.

Metalanguage is the language used to talk about language itself. It includes words and terms
that describe grammar, sentence structure, and language rules. For example, terms like "noun,"
"verb," "subject," or "tense" are part of metalanguage.

Simple Summary:

Metalanguage is the technical vocabulary used to explain how language works. It helps us talk
about and understand language better, such as when we learn grammar or analyze sentences.

For high school students in Vietnam, metalanguage is highly valuable in improving English
language proficiency, preparing for national and international exams, and enhancing
classroom communication. It helps students understand grammatical rules, fosters
independent learning, and bridges the gap between Vietnamese and English grammar.
Metalanguage also supports critical thinking and analytical skills, which are essential for
academic success. However, teachers should balance the use of metalanguage with practical
language activities to prevent overwhelming students and ensure they develop both
theoretical knowledge and fluency.

What differences are there in the views about the value of ‘controlled practice’ between the
teacher guides and SLA researchers? What is your own view about controlled practice
activities?

Differences in Views on Controlled Practice:

Teacher Guides vs. SLA Researchers
In Chapter 5, there are notable differences in how teacher guides and Second
Language Acquisition (SLA) researchers view the value of controlled practice in
language learning.

Teacher Guides' Perspective

 Emphasis on Controlled Practice: Teacher guides often advocate for
controlled practice as a necessary step in language learning. They
suggest that structured activities help learners transition from
understanding rules to using them in conversation. This approach is seen
as a way to build accuracy before moving to more fluent production [1].
 Mainstream View: The guides reflect a mainstream belief that controlled
practice is essential for developing language skills, particularly in
grammar. They provide various strategies for implementing this type of
practice, indicating a consensus on its effectiveness [1].
SLA Researchers' Perspective
 Skepticism About Effectiveness: In contrast, SLA researchers express
skepticism about the effectiveness of controlled practice alone. They
argue that while it may help with habit formation, it does not necessarily
lead to meaningful language use. Research indicates that error-avoiding
controlled practice has limited impact on actual language
development [2].
 Preference for Inductive Learning: Many SLA researchers advocate for
more inductive approaches, where learners discover rules through
examples and practice. They believe that this method fosters deeper
understanding and better retention of language structures [2].
My View on Controlled Practice Activities

I believe that controlled practice activities have their place in language learning,
but they should not be the sole focus. Here are my thoughts:

 Foundation for Learning: Controlled practice can provide a solid

foundation for beginners, helping them understand basic structures and
rules.
  Balance with Real Use: However, it is crucial to balance controlled
practice with opportunities for real communication. Engaging in
meaningful conversations and using language in context can enhance
fluency and confidence.
 Adaptability: Teachers should adapt their methods based on the
learners' needs. For some students, more controlled practice may be
beneficial, while others may thrive with more exploratory, inductive
approaches.

In summary, while controlled practice is valuable, it should be integrated with

other methods to create a well-rounded language learning experience.

EASIER TO UNDERSTAND NÀ
Understanding the Differences in Views on
Controlled Practice
In Chapter 5, there are different opinions about the value of controlled practice
in language learning between teacher guides and Second Language Acquisition
(SLA) researchers.

Teacher Guides' View

 Support for Controlled Practice: Teacher guides believe that
controlled practice is very important. They think that structured activities
help students learn the rules of a language and use them correctly. This
method is seen as a way to build a strong base before students start
speaking more freely.
 Common Belief: These guides reflect a common belief that controlled
practice is necessary for developing language skills, especially grammar.
They offer many strategies for teachers to use controlled practice in their
lessons, showing that they think it works well.
SLA Researchers' View
 Doubt About Effectiveness: On the other hand, SLA researchers are not
as convinced about the benefits of controlled practice. They argue that
while it can help students avoid mistakes, it doesn’t always lead to real
language use. Research shows that just practicing in a controlled way has
limited benefits for actually learning the language.
 Favoring Inductive Learning: Many researchers prefer inductive
learning, where students discover language rules through examples and
practice. They believe this method helps students understand and
remember language better.
My Thoughts on Controlled Practice Activities

I think controlled practice activities can be useful, but they shouldn’t be the only
focus in language learning. Here’s what I believe:
  Helpful for Beginners: Controlled practice can help beginners
understand basic language rules and structures.
 Need for Real Communication: It’s also important to balance controlled
practice with real conversations. Using language in real situations can
help students become more fluent and confident.
 Flexibility is Key: Teachers should adjust their methods based on what
their students need. Some students might benefit more from controlled
practice, while others might learn better through exploration and
discovery.

In summary, controlled practice is valuable, but it should be combined with

other teaching methods to create a complete language learning experience.

Discuss the kinds of activities that you consider most appropriate for explicit vocabulary
teaching.

Activities for Effective Explicit Vocabulary

Teaching
In Chapter 5, various activities are discussed that can be effective for explicit
vocabulary teaching. Here are some of the most appropriate types of activities:

1. Presentation of Vocabulary
 Definitions and Examples: Teachers can present new vocabulary by
providing clear definitions and examples. This helps students understand
the meaning of words in context. For instance, using sentences that show
how a word is used can clarify its meaning [1].
 Visual Aids: Using pictures or realia (real objects) can enhance
understanding. Visual aids help students connect words with their
meanings, making the learning process more engaging [1].
2. Controlled Practice Activities
 Matching Exercises: Activities where students match words with their
definitions or images can reinforce vocabulary learning. This type of
controlled practice allows students to focus on form and meaning without
the pressure of free production [2].
 Fill-in-the-Blank Exercises: These activities require students to use the
correct vocabulary in sentences, helping them practice the application of
words in context. This method encourages recall and reinforces
learning [1].
3. Inductive Learning Activities
 Contextualized Learning: Encouraging students to infer meanings from
examples or texts can be beneficial. This inductive approach allows
learners to discover vocabulary meanings through context, which can lead
to better retention [2].
  Dictionary Use: Teaching students how to use dictionaries effectively
can empower them to find meanings independently. This skill is crucial for
lifelong vocabulary development [1].
4. Receptive and Productive Practice
 Receptive Activities: Activities like matching words with definitions or
identifying words in a text help build receptive knowledge. This is
important as students often need to understand words before they can
use them [1].
 Production Activities: Once students are familiar with vocabulary,
engaging them in speaking or writing tasks that require the use of new
words can enhance their productive skills. This could include role-plays or
writing sentences using the new vocabulary [2].
5. Games and Interactive Activities
 Vocabulary Games: Incorporating games like word bingo or vocabulary
quizzes can make learning fun and engaging. These activities encourage
students to use vocabulary in a relaxed setting, promoting retention
through enjoyment [2].

In summary, effective explicit vocabulary teaching involves a mix of

presentation, controlled practice, inductive learning, and interactive activities.
By using a variety of methods, teachers can cater to different learning styles
and help students build a strong vocabulary foundation.

- reproduce what they have learnt

- Practicing
- Matching
- Saying out loud
- Filling the blanks
- Games
- Sentence creation

1. Explicit Vocabulary Teaching:

This involves directly teaching specific words, their meanings, and usage. It's most useful for:

 Academic/Technical Vocabulary:
o Words that are less frequent but essential in academic settings, such as analyze,
hypothesis, or synthesize.
o Example: In IELTS preparation, words like evaluate, cohesion, and paraphrase are
taught explicitly because they are critical for exam success.

 Complex or Abstract Words:

o Words that cannot be easily inferred from context, such as justice, motivation, or
strategy.
 o These words often require direct explanation, examples, and practice.

 Collocations and Phrases:

o Fixed phrases and word combinations like make a decision, take a chance, or do
homework.
o Explicit teaching helps students avoid non-standard combinations (e.g., do a
decision).

 Grammar-Specific Words:
o Words tied to particular grammatical structures (e.g., if for conditionals,
although for contrast).
o These need to be taught with their specific grammatical usage in mind.

 Rare or Low-Frequency Words:

o Words that may not be encountered often but are necessary for a particular
context (e.g., endemic, oxymoron).

2. Implicit Vocabulary Teaching:

This occurs through exposure, such as reading, listening, or conversations. It’s most effective
for:

 High-Frequency Words:
o Words that appear frequently in everyday language, like eat, happy, go, or see.
o Students will pick these up naturally through extensive input like stories,
dialogues, or videos.

 Context-Dependent Words:
o Words that are more easily understood from the context in which they appear,
like breeze (in a sentence about weather).
o Extensive reading or listening helps learners infer these words’ meanings over
time.

 Everyday Phrases and Idioms:

o Common expressions like a piece of cake (easy), or in the long run (eventually).
o These can be learned implicitly as students are exposed to natural language
through TV shows, podcasts, or conversations.

 Simple Descriptive Words:

o Adjectives and adverbs like big, slowly, green, which are often learned implicitly
as they are encountered frequently in various contexts.
Summary of Explicit vs. Implicit Vocabulary Teaching

 Explicit teaching focuses on less frequent, complex, or academic words, phrases, and
grammatical items that require explanation and practice.
 Implicit teaching works well for high-frequency, everyday vocabulary and phrases that
learners encounter regularly in context.

Balancing both approaches helps learners develop a robust vocabulary, with explicit instruction
targeting specific needs and implicit learning building through repeated exposure.

Shouldn’t teach students all words  choose some high frequency words  because they
appear a lot  instead of that teachers should let students guess the meaning of other words
based on the context  let them to accquire by themselves  deeper understanding 
remember longer

Activities :
-