All form-focused language instruction involves an attempt to intervene in the process of learning a second language (L2). Instruction as intervention is of two basic kinds – direct and indirect. Direct intervention involves providing learners with explicit information about the target of the instruction together with opportunities to practice the target (i.e. explicit instruction). It invites intentional language learning on the part of the learner. Indirect intervention involves setting up opportunities for learners to learn without specifying what the target of the instruction is (i.e. implicit instruction). In other words, there is no explicit teaching of the target feature although there are opportunities to engage in the use of it. Implicit instruction caters to incidental language learning on the part of the learner. These two types of intervention assume different positions regarding the interface between explicit and implicit knowledge of a second language (i.e. a non-interface, a strong interface, and a weak interface position). This talk will consider these interface positions through an examination of recent research that has investigated the effects of explicit and implicit instruction on second language acquisition.
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