Explicit Instruction In Second Language Acquisition: Review Of Related Literature

Abstract

Second language learning (SLA) looks at how people learn a new language and what influences their ability to do so. It takes into account the various factors that can affect the learning process, also evolving and changing rapidly. Language development often involves explicit learning, as knowledge can be acquired anywhere and anytime, knowledge can be acquired intentionally or unintentionally what has been learnt. Therefore, it has created evocative issues in both naturalistic and instructional settings that have led to reviews or investigations by language researchers. This current study aims to provide a comprehensive explicit instruction review of the knowledge domain in second language acquisition (SLA) as situated in the landscape of language teaching. At first, this paper starts with the essentials of explisit instruction. Next, the paper studies the importance of such instruction, and this extends to an analysis of empirical studies conducted in the 21th century and current empirical studies in the 22st century. In finally, the paper arrives at conclusions, recommendations, and learning for future SLA studies.