implicit knowledge

Research on the effect of implicit and explicit instruction on developing learners’ explicit knowledge by the use of measures of explicit knowledge abounds in the literature. However, measuring learners’ implicit knowledge employing fine-grained measures has rarely been the concern of researchers in the field. Therefore, the present study is an attempt to scrutinize the effectiveness of implicit and explicit instruction through administering a Word Monitoring Task (WMT), as a more valid psycholinguistic measure of implicit knowledge. The necessary data were collected from 47 pre-intermediate participants in three different groups, i.e., (1) the implicit group received textually enhanced texts of verb complementation, (2) the explicit group was presented with metalinguistic explanations and examples of the target feature, and (3) the control group was deprived of any instruction. The results of the mixed between-within subjects ANOVA revealed that although both implicit and explicit instructions facilitated the development of the implicit knowledge of the target feature, the learners in the explicit group outperformed their counterparts in the implicit and the control groups in both the immediate and delayed post-tests. Moreover, the results indicated more durable effects of implicit instruction compared with those of explicit instruction. Overall, the findings provided evidence for the superiority of explicit instruction and the long-term effect of implicit instruction in developing relevant knowledge of verb complementation. The findings of the study can benefit both teachers and learners in developing teaching/learning strategies to improve and facilitate the grasp of both explicit and implicit knowledge.

In this paper the designing products of B.A. Sophomore students of architecture in Tehran University who were divided into two kinds of learning namely technical and skill-based learning. In technical learning the subjective steps of creativity process i.e. "insight", "preparation", "incubation", "intuition", and "verification" were discussed and it was suggested that these steps cannot be taught but in skill-based learning the objective steps of creativity process i.e. "combination", "mutation", "analogy", "first principle" and "emergence" in a form of an instructional and designing practice were studied. In skill-based learning, three kinds of learning namely "passive", "active" and "reflective are utilized. Passive learning is used by the student to discover the knowledge and skill of the instructor. The active learning which is based on the idea is utilized for helping the novice learners. The result of the case study indicated that the perception through creativity in the designing process is like building a bridge on the knowledge gap between teacher and student through studying the samples of architecture as an active learning and student's implicit knowledge as a reflective learning. In this paper the emphasis is on the values of education and the very important point about learning designing is the access to the creativity as a product of an educational process. To this end the instructors' concern on the quality of improving the novice learners' designing ability and considering the suggested model in order to evaluate the designing improvement is quite necessary and indispensible.