< Back to previous page

Project

Implicit Learning and Its Cognitive and Brain Effects on Language Learning With Special Reference to Implicit Music Learning. (FWOTM634)

Implicit learning of languages refers to learning where '[complex information] is [learned] without complete verbalisable knowledge of what is learned' (Seger 1994:164). Until recently, implicit learning was not associated with language learning as most theories dedicated themselves to the explicit learning of grammatical rules (Ellis 1997). However, since the rise of content and language integrated learning (CLIL) things have changed. This approach emphasizes, at least in the beginning, knowledge of languages without any explicit knowledge and CLIL is the candidate to study this learning approach in a natural environment.
As Reber (1967, 1993) has shown implicit learning differs from explicit learning in many ways. It is, among other things, more robust, less prone for variation, supposed to be IQ independent, and it carries a more communal view of learning than traditional learning. Results obtained via CLIL classroom research where languages are learnt from a young age in an implicit learning environment through the medium of a foreign language seem to corroborate Reber's view (Jäppinen 2005, Van de Craen et al. 2007 a, b, c, 2008), Lorenzo et al. 2009). However, most research on implicit learning has been carried out in a laboratory environment by studying artificial grammars (cf. Reber 1967, Cleeremans 1997, DeKeyser 2003, Hulstijn 2003, Pothos 2007). Hence, in the past decade a huge terrain for natural implicit language study has been created.
Another terrain where implicit learning plays a role is music. Learning an instrument in music schools is mostly done either via music theory (solfège), i.e. explicit learning, or via picking up the instrument before solfège is acquired, i.e. implicit learning. The Suzuki approach is an example of this. The comparison between implicit music learning and implicit language learning imposes itself. Moreover, developments in the neurosciences have made it relatively easy to scan learners. The team I am working with has been able to show that brain differences appear depending on the learning manner (Mondt 2005, Mondt et al. 2011).
Today, the current state of the art regarding implicit learning is that it seems more effective and that positive effects regarding cognitive development arise. This study wants to find out whether brain parallel substrates exist between implicit language learners and implicit music learners as well as to compare these groups with traditional language and music learners. The results will be of importance for the development of (i) knowledge about language, music learning and the brain as well as (ii) for the development of more pinpointed language and music pedagogies.
Date:1 Oct 2012 →  30 Sep 2016
Keywords:linguistique et littérature, linguistics and literature
Disciplines:Linguistics, Language studies