Implicit and explicit learning, knowledge, and instruction in CFL studies

This chapter reviews the roles of implicit vs. explicit constructs in the context of learning and teaching Chinese as a foreign language (CFL). It has been well established in the cognitive psychology field that the implicit-explicit distinction refers to distinctions in three areas: (1) processing or learning, (2) knowledge or memory, and (3) learning conditions. CFL studies on implicit and explicit learning, knowledge, and instruction have only begun in the last 10 to 15 years. The studies have been relatively scattered and less systematic. This review will be centered on: (1) the historical perspective of implicit and explicit studies in the above-mentioned three areas; (2) core issues and key findings in SLA and CFL studies on these important cognitive constructs; (3) major research approaches used to explore implicit/explicit distinctions; (4) pedagogical implications in CFL instruction; and (5) future research directions.