The implicit-explicit dichotomy in language teaching

an update proposal

Abstract

Discussions in the area of Linguistics have been strongly influenced by the division of the linguistic phenomenon into subsets composed of two terms: the so-called dichotomies. However, if, on the one hand, dichotomies benefit dialogue within that ciency, on the other, sometimes they seem represent a kind of limitation to the researcher, who is forced to reduce linguistic complexity to monolithic parameters. This seems to be the case with the implicit-explicit dichotomy in the field of language teaching, a context in which teaching techniques that are very heterogeneous among themselves necessarily end up having to be classified either as implicit or explicit, as if there was no alternative path. Based on this, the present work aims to problematize this issue and to advance a perspective that sees dichotomies as extremes of a continuum, which admits different degrees of intermediate explicitness.