Two kinds of language knowledge: a shared vocabulary, but not an explanation

What is it about?

This paper examines how researchers in second language learning define and measure two types of knowledge: implicit knowledge (underlying native speakers' fluent language use) and explicit knowledge (resulting from direct teaching). It focuses on how these concepts have been used to address practical teaching questions, such as why taught grammar does not always appear in spontaneous conversation, and highlights inconsistencies where the same tasks are used to measure different types of knowledge across studies.

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Why is it important?

It is important because these measurement inconsistencies and methodological ambiguities weaken the validity and reliability of the conclusions drawn from second language research. Without clear and consistent definitions and measures, the practical implications and evidence-based recommendations for language teaching remain compromised.