Project-1 Implicit- Learning - Tài liệu tham khảo | Đại học Hoa Sen

FACULTY OF LANGUAGE & CULTURE STUDIES PROJECT 1
Language Learning Strategies HCM, 12/2021 i
FACULTY OF LANGUAGE & CULTURE STUDIES PROJECT 1
Language Learning Strategies
INSTRUCTOR: Ph.D. BIỆN THỊ THANH MAI GROUP MEMBERS: Bùi Lê Mỹ Uyên - 2182713 Hoàng Thị Cát Tường
Huỳnh Long Bảo Hoàng -2185662
Huỳnh Thị Ngọc Linh - 219891 Phạm Phi Long Trần Văn Thịnh HCM, 12/2021 ii ACKNOWLEDGEMENT
This project would not be successfully complete unless we got the determination and
hard-working attitude from each member. First of all, we would like to show our gratitude to
Ms. Bien Thi Thanh Mai for your valuable recommendations and guidance that support us to
improve our learning skills in conducting the first project at Hoa Sen University. In fact, your
every single feedback is extremely useful as we could recognize our mistakes during
conducting this study as well as develop our social skills. Moreover, we would like to say
thanks to our group members, although this project is absolutely tough for us to take place,
we always make an effort to do with a huge attempt. It is no doubt to believe that without our
supervisor’s assistance and our patience, our target of reaching our topic would not come true. iii ABSTRACT
In recent, with the significant pace of educational development, learners are having a greater
demand for acquiring knowledge while they are standing among several strategies. Instead of
being failed in learning and not getting any progress, “Implicit English Learning” becomes a
highlighted topic that attracts our group’s attention to explore. We all know that learning is a
long-term process that forces us to focus on gaining knowledge as much as we can, and
“Implicit Learning” do completely well in this. Our study firstly finds the definition of
“Implicit Learning” by picking up more information from a number of special research. Then
we figure out to which extent that “Implicit Learning” shows its positive influence as well as
many small branches of this strategy. Finally, our project will be ended with several
discussions relating to our topic to get an overview of “Implicit Learning” to offer learners
some recommendations to practice and improve their learning ability. iv  Contents
CHAPTER 1: INTRODUCTION.......................................................................................5
CHAPTER 2: LITERATURE REVIEW...........................................................................7 2.1.
Definition of implicit learning...............................................................................7 2.2.
Theories that guided Implicit Learning..................................................................8 2.2.1.
Sociocultural learning:..........................................................................................8 2.2.2.
Constructivist Learning........................................................................................9 2.3.
Implicit Learning Strategies...................................................................................10 2.3.1.
Game-based Learning.........................................................................................10 2.3.2.
Learning through reading...................................................................................11 2.3.3.
Compensation strategies......................................................................................13 2.3.4.
Metacognitive strategies......................................................................................13
CLILL and DRAMA..........................................................................................................14 2.3.5.
Psychological Curriculum Customization (PCC).............................................15
2.3.6.Learning a language as a hobby..............................................................................15
2.3.7. Learning through using Tiktok...............................................................................16
CHAPTER 3: METHODOLOGY....................................................................................17
CHAPTER 4: RESULTS...................................................................................................19
4.1. Game-based learning..................................................................................................19
4.2. Learning through reading..........................................................................................20
4.3. Compensation Strategies............................................................................................20
4.4. Metacognitive Strategies.............................................................................................21
4.5. CLILL and DRAMA...................................................................................................21
4.6. Psychological Curriculum Customization (PCC)....................................................22
4.7. Learning language as a hobby...................................................................................22
4.8. Learning through using Tiktok..................................................................................23 v CHAPTER 1: INTRODUCTION
There are various learning methodologies existed and used for many years with
methods suitability depending on the learner’s characteristic. Implicit learning is different
in many ways compared to others learning methods. Obtaining implicit knowledge
requires many odd factors when compared to other learning strategies. Implicit learning
shares similarities with learning acquisition particularly Krashen’s input Hypothesis in
which learner acquires new knowledge of the second language mainly through “acquisition”.
With English being extremely vital for learners to grow in order to meet the school’s
requirement in English as well as enhance their four basic skills in English which include:
Speaking, Listening, Writing, and Reading, Providing a variety of learning methods is
necessary to better match with learner’s characteristics and in turn give better result in grades.
Implicit learning is a learning method that has been studied and investigated by
researchers for decades. Many of them have proven it is connected with language skills
such as listening and reading or with various language aspects. With correct and effective
strategies, learners can improve on their English language without consciously studying.
J.S Freund (2007) stated that implicit learning is the process of acquiring knowledge
without conscious awareness. There are many methods or strategies when talking about
implicit learning. When learners want to learn efficiently without the feeling of actual
learning, implicit learning comes in and plays an important role in allowing the learners to do just that.
Students encounter the English language in many ways such as through books,
movies, music, ect. Through those media, using the appropriate strategies, learners can
absorb the second language knowledge subconsciously. Vocabulary can be acquired by
reading texts and listening to audios that the vocabulary is used in set context (Soltani,
2011). Since the advancement of media and globalization, learners have more
opportunities to come in contact with the English language and teachers have been trying
different learning strategies and one of the better strategy is implicit learning. A large and
growing body of literature has investigated more strategies on implicit learning and this
study project aims to have a better understanding of how it works and how impactful 6
implicit learning actually is. Moreover, some advantages and disadvantages of
implementing those strategies are also investigated.
Based on what was found and the data above, this research will try to elaborate and find
answers to the following questions:
1. What is Implicit English Learning?
2. To what extent, Implicit Learning Strategies play an important role in learning English?
3. How do “Implicit Learning” influence learners? 7
CHAPTER 2: LITERATURE REVIEW 2.1.
Definition of implicit learning
Language acquisition is one of the most complicated processes as learners need to
completely attain and comprehend the language by using their cognitive thinking
skills. For that reason, so as to let that process takes place successfully, learners have
to apply plenty of strategies, especially implicit learning method to boost up as well as
stimulus their ability in acquiring language.
Implicit learning’s term was firstly introduced by an American cognitive
psychologist named Arthur (1967) to indicate a process that pupils are able to
constantly gain knowledge through environment with no intention to concentrate on
what they are obtaining. Gradually, the new knowledge comes to human’s mind
naturally and becomes the foundation of knowledge as well. Stephen (1989) language
is subconsciously acquired - while you are acquiring, you don't know you are
acquiring; your conscious focus is on the message, not form. This process is also
called the essential feature of human cognition in getting information (Boyer, 1998).
Not only do implicit learning have a massive impact on language skills such as
listening, speaking, reading, and writing, but it also produces a lot of significant
effects on language aspects including vocabulary, grammar, pronunciation, semantics, and much more.
Human mental ability is immense, people have the ability to unconsciously and
implicitly identify complicated and simple patterns or regularity in their environment.
Implicit learning takes place on a daily basis unintentionally and automatically, this
method of learning greatly affects our proficiency, cognitive ability, and behavior
(Kaufman, 2010). However, there are some limitations about this kind of learning; the
knowledge acquired is not available to the consciousness, implicit learning can not be
activated proactively, it is an incidental consequence and is based on the stimuli
(Carol, 1994). There are many types of implicit learning, emotional learning,
stimulus-response learning, generalized learning, procedural learning, and
demonstration learning (Eric, 2014).
In addition, implicit learning is abstract in nature and requires minimal intent to
consciously reflect on environmental stimuli, it is not disrupted by stress or
“competing processing demands''(Kirsner et al, 1998). Another viewpoint is that
implicit learning is an unconscious acquisition process of complicated knowledge. 8
People are not aware of the fact that in this process they follow certain rules. Nor can
they verbally express the specific rules. However, they act according to the rules.
(Arthur, 1965). While the two above only explain implicit learning, Underwood
(1998) has shown us that the increase in verbal knowledge on how to carry the task
along with task performance can create implicit learning. There are also study that
suggest limited awareness and automaticity are the chief components of implicit learning (Dienes, 2012).
Implicit learning is always a broad term of education that learners must go
through and explore several small branches to get progress in both language skills and
language aspects. No matter how difficult and challenging learners face, making use
of this method along with getting instructions from teachers to attain knowledge is
what they need to bear in mind. 2.2.
Theories that guided Implicit Learning
2.2.1. Sociocultural learning:
Sociocultural learning is a method that learners need to study from social
concepts with a purpose of gaining more knowledge through hand-on experiences.
It was introduced in the first time by a Russian psychologist named Vygotsky and
became one of the most significant methods in language acquisition process for
most people, especially in children’s learning development. With a huge desire of
paying attention to cognition progress, Vygotsky illustrated learners could gain
knowledge in two steps including human’s interaction and how human’s brain
processes the knowledge in mental ability. By interacting with the environment,
individual notion will show its gradual improvement perfectly.
Furthermore, social strategies help learners communicate with others. This
strategy is the activities that participants have the opportunity to demonstrate and
apply their knowledge. It creates an opportunity for learners to be exposed to the
target language. For example, playing a game in groups is a good way for students
to practice together which is a wonderful chance to hone their English communication skills.
In addition, culture is also a root of language learning where all cultural values
and are carefully contained by plays with many purposes of mastering English
skills. Vygotsky (1978) claimed that the effect of play on children’s development
is enormous. Plays bring learners to go further what they could expect to learn, 9
they would go out of their daily behaviors and act as a real actor or actress to
show their language abilities for both speaking skill and language aspects.
Vygotsky (1978) wrote, “Play creates a zone of proximal development for the
child. In the play, a child always behaves beyond his average age, above his daily
behavior” (p. 102). For instance, when children take a role in some plays, they
must learn carefully the description to make sure that they understand clearly what
the author wants to convey the message. This is a perfect time for reading and
speaking skills to promote their ability which reflects how comprehensive reading
is used as well as pronunciation and intonation are spoken correctly. Vygotsky
(1997), summarized his theory that the common law of cultural development can
be formulated as follow. “every function in the cultural development of the child
appears on the stage twice, in two planes, first, the social, then the psychological,
first between people as an “inter” mental category, then within the child as an
“intra” mental category”. (p.106)
2.2.2. Constructivist Learning
Constructivist learning is seen as a method that learners must create new
knowledge instead of considering it as passive information by having a strong
connection between learners and the environment via interaction. This information
is taken as the raw knowledge which is totally necessary processed and transfer to
students’ own active information. Constructivism was initially produced by Piaget
in 1950 with a theory that “learning is a quest for knowledge, and students build
their own learning through participation”. Piaget (1950) also went on an argument
that students’ learning process happens through a range of interrelated,
interdisciplinary skills and objectives through individual and collaborative exploration.
Ertmer & Newby (2013) believed instead of attaining knowledge from
interpretations of life experiences, learners should make up the new meaning by
themselves. Moreover, in order to succeed in learning, learners need three key
elements: activity, concept and culture. That is the reason why constructivist
learning always refers to building up an environment that engages students in
sharing, discussing, and exchanging ideas as well as opinions together then getting
them to their minds. The main goal of this method is a process concentrating on
high-level thinking to develop cognitive skills. In learning English, with much 10