The role of implicit learning in second language acquisition

Abstract

A number of academic disciplines, including philosophy, psychology, and neuroscience, are deeply interested in language acquisition. The process of acquiring a language is complicated and includes learning vocabulary, linguistic structures, and communication techniques. The most crucial factor in developing diverse cooperative networks for the generation of new knowledge is the use of three to five languages. Learning a language is different from learning other skills or knowledge because of the unique status of a language. However, in order to be able to use the language, one must also acquire it. In the context of learning a second language, implicit learning is especially significant for language acquisition. The best research subject for implicit learning is language, and language learning benefits from implicit learning. Studies have identified and examined a wide range of criteria. This paper discusses the concept of implicit learning, its relevance to second language acquisition, and its implications for language teaching and suggests ways in which educators can incorporate these strategies into their pedagogical practices.