Second language acquisition (SLA) research often distinguishes between two different kinds of learning. The first of these, explicit learning, is a conscious process involving a deliberate effort to understand something. The result is explicit knowledge: knowledge that we know we have and that we can explain to someone. For example, language teachers are likely to know that the present perfect tense in English is formed using the auxiliary verb have and the past participle of the verb. We know this, we know that we know it, and we can explain it.
Another kind of learning is implicit learning . . .
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