Not only does working memory play a major role in the learning of a target grammar structure, but it may play a large role in learning of productive skills through explicit instruction. Explicit instruction on novel grammatical constructions is more successful than implicit instruction.
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Part Two looks at how a shift in research paradigms that focuses on implicit knowledge could have serious implications for both research and classroom practice.
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This article discusses the opposing viewpoints of classroom-based research and their agreement on the importance of implicit knowledge. It then looks at why research should focus on implicit rather than explicit knowledge. This could have important implications for research and how this research informs practice.
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WMC was found to play a role in the success of language learning and that explicit grammar instruction coupled with practice and feedback “levels the field” for both low- and high- WMC learners.
