Abstract:
The study explores the interaction between implicit instruction and second language acquisition (SLA), specifically examining the efficacy of explicit and implicit instructional approaches. Using a mixed-methods approach, it investigates how implicit instruction influences second language acquisition (SLA) outcomes. This study considers several variables, such as grammar usage, vocabulary building, and pronunciation teaching techniques, to establish how effective implicit instruction is in enhancing language acquisition and improving skill sets among those learning a second language. Participants involve learners with different levels of language skills, and data collection includes administering language tests, conducting interviews and observations, and assigning questionnaires. Quantitative data are analyzed using statistical methods, whereas qualitative data are collected using thematic analysis, highlighting underlying patterns and themes. The findings provide insights into the effects of exposure, implicit learning mechanisms, and naturalistic, real-world use of language acquisition. Furthermore, it provides insights into learners' perceptions and attitudes toward implicit instruction, which may impact instructional methods and curriculum development in language acquisition. They may enhance comprehension of how implicit instruction affects SLA and benefit language teachers and researchers regarding productive teaching methods and techniques.
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