Lin Tao

Longgang District NO.2 Vocational and Technology School

Abstract：

 The debate between implicit and explicit learning has long been a central focus in second language acquisition (SLA) research, shaping pedagogical practices and theoretical frameworks alike. Explicit learning, characterized by conscious rule memorization, grammatical analysis, and direct instruction, has traditionally dominated classroom settings, yet its limitations—such as rigid application of knowledge and inadequate real-world communication competence—have become increasingly evident. In contrast, implicit learning, which occurs through meaningful interaction with linguistic input without deliberate attention to form, aligns more closely with how native speakers acquire language, emphasizing automaticity and contextualized use. Against this backdrop, Task-based Language Teaching (TBLT) has emerged as a promising implicit approach, redefining L2 instruction by centering on goal-oriented, communicative tasks that prioritize meaning over form. This paper aims to explore the inherent advantages of TBLT as an implicit learning method, arguing that its emphasis on authentic interaction, contextualized language use, and learner-centered engagement addresses key shortcomings of explicit approaches. By examining theoretical foundations from SLA research (e.g., the Input Hypothesis and Skill Acquisition Theory) and practical pedagogical outcomes, this study seeks to highlight how TBLT fosters long-term linguistic competence, enhances communicative fluency, and promotes natural language development—ultimately offering a more effective pathway for L2 learners to achieve proficiency that is both accurate and adaptable to real-life communication scenarios.

Key Words：

 Task-based Language Teaching (TBLT); implicit approach; L2 acquisition