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The 'Interface Issue' in SLA: Is there a reflection in ELT materials? Rationale for a proposal.
(Ediciones de la Universidad de Salamanca, 2012) Sánchez Pérez, Aquilino; Criado, Raquel; Filología Inglesa
Since Krashen (1981, 1982) raised the question of 'learning' vs. 'acquisition', an increasingly hot debate has gained momentum in SLA. Such a debate is referred to in the literature as the 'interface issue'. Briefly, the interface issue is centered on the role that the explicit and implicit components may play in knowledge acquisition and on whether there is any kind of interaction between them. This issue has been traditionally analysed from the point of view of SLA, but it could also be viewed from the perspective of FLT: do FLT materials also assume the interface position – consciously or not– and are they built on the assumption that explicit and implicit knowledge really interact with each other? In order to answer this question a construct should be designed to discover the potential of teaching activities to promote explicit or implicit teaching, or both. The elaboration of such a construct should be based on a previous definition and identification of the operational features of explicit and implicit knowledge as applied to FLT materials. Our stand is that such a construct is feasible. We offer here the outline of a proposal based on the rationale presented along the paper. ------------------------------------