Deconstructing Linguistic Paradigms: A Critical Re-evaluation of Implicit Knowledge in Second Language Acquisition

Abstract

This study investigates the underlying assumptions regarding implicit knowledge in Second Language Acquisition (SLA) amidst a rapidly evolving educational landscape. Employing a mixed-methods approach, we conducted extensive qualitative interviews with 30 language instructors across five diverse educational institutions and administered a comprehensive quantitative survey to over 200 learners. Our findings reveal a significant discrepancy between theoretical frameworks and practical applications, indicating that traditional models may inadequately account for the complexities of learner engagement and the socio-cultural contexts of language use. Notably, quantitative results demonstrate a statistically significant correlation (p < 0.01) between implicit learning strategies and learner outcomes, challenging established paradigms in SLA literature. This research emphasizes the need for a paradigm shift in how implicit knowledge is conceptualized and operationalized within educational contexts, ultimately contributing novel insights to the field of applied linguistics.