Subject: RE: IFETS-DISCUSS Digest - 24 Jan 2000 to 25 Jan 2000
From: adamson (adamson@mail.sp.myu.ac.jp)
Date: Thu 27 Jan 2000 - 02:14:46 MET
From: adamson <adamson@mail.sp.myu.ac.jp> Subject: RE: IFETS-DISCUSS Digest - 24 Jan 2000 to 25 Jan 2000 Date: Thu, 27 Jan 2000 10:14:46 +0900
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Jens J. Hansen introduces the terms "formal" and "informal" and equates them
with my implicit/explicit. Unless I have misunderstood Jens, this does not
hold. Jens' terms refer to the delivery, but implicit/explicit refer to the
information. It refers to whether or not the information or skill being
learned is conscious or non-conscious for the student. This distinction is
particularly important in language learning in regard to grammar and
vocabulary. In fact the language itself can be dealt with either explicitly
as in a traditional language class or implicitly as in a content class where
the students are responsible for learning facts but learning them in the
target language.
The teacher on the other hand is interested in goals - what does the teacher
want the students to learn? Here too we may have implicit and explicit goals.
It appears that the teacher should strive to make as many of the goals as
possible explicit so that they can estimate the effects of their treatments
and devise ways of improving these methods.
It is far less clear whether or not the student needs to make the
information/skills explicit. I developed the idea that the psychological
complexity of the thing to be learned determines whether this
information/skill should be explicit or implicit. If the material is simple
and new explicit, it should be explicit for the student and Anderson's ACT*
learning holds. If not, it should be implicit and Reber's massive input
without explanation is preferable.
Both the formal/informal and the explicit/implicit dimensions will have a
large effect on course or material design whether traditional or including
the use of computers.
Charles Adamson, Ph.D.
Professor, Faculty of Nursing
Miyagi University
Miyagi-ken, Japan
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