Study on Influence of Implicit and Explicit Learning in Second Language Acquisition on Reading

Implicit/explicit learning has been one of the hot topics in the fields of education, cognitive psychology, and second language acquisition. Over the past two decades, implicit learning has attracted numerous theoretical studies. However, its application in fields such as education remains in its infancy. The application of the concept of implicit learning has enlightened people that this psychological phenomenon of learning is far more complex than what we have been accustomed to for thousands of years. Modern psychology indicates that besides explicit and conscious learning, there also exists implicit and unconscious learning. Implicit learning refers to the unconscious process of acquiring complex knowledge from the stimulus environment, while explicit learning is a conscious process of acquiring knowledge. In recent years, many researchers have shifted their focus from emphasizing the differences between the two to examining their connections and interactions, recognizing that the integration of implicit and explicit learning represents the optimal learning approach in English language teaching. The experimental purpose of this study is to explore the effects and impacts of implicit and explicit learning in English reading.