Abstract
The current study explored the relationship between the intrinsic saliency of apologetic strategies and the effects of implicit learning. Seventeen Taiwanese English as a Foreign Language (EFL) learners with intermediate proficiency participated in the experiment with a pretest on apology in the first week, a noticing session in the second week and a posttest in the third week. The results from the noticing session indicated that providing reasons (e.g., taking on responsibility/explanation or account) and offer of repair were more salient in input to those learners. Additionally, the use of the apologetic strategies taking on responsibility and offer of repair increased in the posttest. Taken together, the results indicated that higher degrees of saliency in input led to better implicit learning outcomes. The interplay between input saliency and explicit/implicit learning as well as the pedagogical implications were discussed.
Highlights
The roles of explicit and implicit learning in second language (L2) acquisition have evoked a large proportion of discussions in the literature
To bridge the gap in the literature, the current study aims at investigating the intrinsic saliency of apologetic strategies based on the data collected from Taiwanese English as a Foreign Language (EFL) learners and whether higher saliency would lead to better implicit learning outcomes
In order to investigate which apologetic strategies were more salient in input to the Taiwanese EFL learners, the frequency and the percentage of the noticed apologetic strategies were calculated
Summary
The roles of explicit and implicit learning in second language (L2) acquisition have evoked a large proportion of discussions in the literature. To better understand this issue, the definitions and the differences between explicit learning and implicit learning from. Implicit learning is input processing without such an intention, taking place unconsciously. Based on this definition, one critical distinction between implicit and explicit learning lies in the fact that the former involves the learners’ awareness of what is being learned while the latter does not (c.f., [2]). Several studies have argued that L2 acquisition is largely implicit [3,4,5], many studies have pointed out that the implicit–explicit distinction is a matter of degree in a continuum scale [6,7] and the employment of implicit or explicit learning in
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