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    Implicit, Explicit, and Metalanguage

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    Jean Alric Almira
    Explicit instruction involves teaching rules directly, while implicit instruction does not reference rules. Explicit approaches can be deductive by presenting rules first or inductive by having students discover patterns. Explicit instruction is good for adult learners and reveals exceptions, but may not reflect natural language use. Implicit instruction is better for complex rules and prepares students for communication. The best approach is a blend of explicit and implicit methods. The document also discusses metalanguage, or language used to talk about language. It identifies different types of metalanguage and argues that metalanguage can be a useful learning strategy, especially for advanced learners.

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    Implicit, Explicit, and Metalanguage

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    Jean Alric Almira
    189 views14 pages
    Explicit instruction involves teaching rules directly, while implicit instruction does not reference rules. Explicit approaches can be deductive by presenting rules first or inductive by having students discover patterns. Explicit instruction is good for adult learners and reveals exceptions, but may not reflect natural language use. Implicit instruction is better for complex rules and prepares students for communication. The best approach is a blend of explicit and implicit methods. The document also discusses metalanguage, or language used to talk about language. It identifies different types of metalanguage and argues that metalanguage can be a useful learning strategy, especially for advanced learners.

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    A soul for a soul

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    Explicit instruction involves teaching rules directly, while implicit instruction does not reference rules. Explicit approaches can be deductive by presenting rules first or inductive by having students discover patterns. Explicit instruction is good for adult learners and reveals exceptions, but may not reflect natural language use. Implicit instruction is better for complex rules and prepares students for communication. The best approach is a blend of explicit and implicit methods. The document also discusses metalanguage, or language used to talk about language. It identifies different types of metalanguage and argues that metalanguage can be a useful learning strategy, especially for advanced learners.

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    189 views14 pages

    Implicit, Explicit, and Metalanguage

    Uploaded by

    Jean Alric Almira
    Explicit instruction involves teaching rules directly, while implicit instruction does not reference rules. Explicit approaches can be deductive by presenting rules first or inductive by having students discover patterns. Explicit instruction is good for adult learners and reveals exceptions, but may not reflect natural language use. Implicit instruction is better for complex rules and prepares students for communication. The best approach is a blend of explicit and implicit methods. The document also discusses metalanguage, or language used to talk about language. It identifies different types of metalanguage and argues that metalanguage can be a useful learning strategy, especially for advanced learners.

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    EXPLICIT VS IMPLICIT REVISITED

    Jean Alric B. Almira


    WHAT ARE THESE TWO?
    (IN GRAMMAR TEACHING)

    • Explicit instruction is where students are instructed


    in the rules or patterns (deductive) or guided to
    induce them, themselves (inductive).
    • An implicit approach makes no reference to rules
    or patterns (see also a related, but somewhat
    different, distinction between incidental and
    intentional learning, Hulstijn, 2003).
    EXPLICIT APPROACH

    • Deductive – learners are given a general rule, then


    applied to examples and are practiced through
    exercises.
    • Inductive – learners detect, or notice patterns until
    a rule is worked out, practice comes after.
    • Conscious and deliberate attempt by learners to
    master a rule or material as instructed by the
    teacher.
    EXPLICIT APPROACH

    • Conducive to knowing the rules of a language.


    • Reveals ‘exceptions’ in a language.
    • Better for adult learners, who have declining capacities
    to acquire languages.
    • CONS
    - In acquiring practical use of language, sometimes, rules
    aren’t really followed in natural settings.
    - Achieving fluency.
    - Empty memorization.
    IMPLICIT APPROACH

    • May be very fitting for complex rules,


    which are difficult to articulate and
    internalize.
    • Involves acquiring skills and
    knowledge without conscious goal or
    attempt to learn it.
    IMPLICIT APPROACH

    • Helps in preparing learner for natural


    communicative situations.
    • Promotes gaining of basic linguistic skills.
    • Cons: Implicit learning is severely bogged
    down when a learning task requires
    establishing a relationship between elements
    AND SO, WHAT IS BETTER?
    AND SO, WHAT IS BETTER?

    • Explicit vs implicit is too general to be


    resolved categorically..
    • A gentle blend of implicit and explicit
    approaches will be better, if not the
    perfect way to teach a language.
    METALANGUAGE
    WHAT IS METALANGUAGE

    • “Language used to talk about language” (McArthur, 1992,


    p.652 as cited in Harun, et,al,)
    • May refer to basic grammar expressions such as word,
    sentence, subject/predicate, noun or verb, specialized
    linguistic terminology such as phonotactics, x-bar structure
    or Gricean maxims, and also non-technical words that
    describe general language use such as mean, say or correct
    (Ellis, 2016).
    METALANGUAGE TYPES

    • Fortune (2005) as cited in Ellis (2016), identified 3 distinct types of


    metalanguage. This was done in order to describe the kinds of
    metalinguistic interactions between students in a task that’s
    collaborative and form-focused.
    1. Metalanguage A - refers to technical terms such as past, word, present
    and plural.
    II. Metalanguage B – refers to non-technical terms used for
    generalizations about language rules such as mean, general, sense and
    specific.
    III. Metalanguage C to non-technical terms used in interactions about
    language such as say, write, right and change.
    IS METALANGUAGE USEFUL?

    In a 2016 paper by Ellis, titled: Metalanguage as a Component of the Communicative


    Classroom, pedagogical implications of the Metalanguage were summarized as follows:
    1) Students have different metalinguistic backgrounds, so when using metalanguage,
    teachers should be conscious of this and try to standardize its use for a given class.
    2) Metalanguage is most readily useful for advanced learners, but its use can be
    scaffolded appropriately for intermediate and beginner learners.
    3) Passive knowledge of metalanguage should be an important intermediate goal,
    before expecting learners to be able to use metalinguistic terminology actively.
    4) The use of metalanguage in instruction may be best suited for reading and writing
    tasks. These tasks may of course include expansions which include oral
    communication.
    5) In addition to its value in the classroom, metalanguage may be considered an
    effective learning strategy that contributes to a learner’s autonomy.
    REFERENCES

    • Ellis, M. (2016). Metalanguage as a component of the communicative


    classroom. International Christian University High School.
    • Larsen-Freeman, D. (N.A.). Teaching and Testing Grammar.
    THANK YOU.

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