Importance Of Explicit And Implicit Knowledge

articulate the knowledge easily, but declarative knowledge is based on facts, so can be accessed and utilized easily. As Ellis (2009) confirmed, implicit knowledge procedures can be available automatically. In contrast, explicit knowledge may not be accessed in automatic language use for the reason that explicit knowledge involves a process of enough time for learners, therefore they are able to gain the related declarative facts. Explicit knowledge can be applied through controlled processing. Ellis (2009) stated that “Implicit knowledge is only evident in learners’ verbal behavior, but explicit knowledge is verbalizable” (p.13). Explicit knowledge can be declared and verbalized, and implicit knowledge establishes some boundaries on learners’ abilities to learn L2 language. In this regard explicit knowledge can be learned, and age does not limit learners’ ability, therefore learners apply both implicit and explicit knowledge through learning process, and as Ellis (2009) mentioned “both explicit and implicit knowledge are psychologically and neurologically distinct.” (p.15).

2.3.4. Implicit and Explicit Instruction Based on Ellis (2009) declaration “Instruction implies an attempt to intervene in interlanguage development, in addition indirect intervention aims to create conditions where learners learn experientially through learning how to communicate in English, and instruction as direct intervention involves the pre-emptive specification of what it is that