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3BALANCING EXPLICIT AND IMPLICIT LANGUAGE LEARNING APPROACHES IN THE FOREIGN LANGUAGE CURRICULUM FOR ENGINEERING STUDENTS
KNASH GULNARA KNASHEVNA Master Sudent of Foreign Languages Faculty of Aktobe Regional Zhubanov University,
Aktobe, Kazakhstan
Research Advisor- A.UTEGENOVA
PhD, Senior Lecturer of English and German Languages Department of Aktobe Regional Zhubanov University, Aktobe, Kazakhstan
Abstract. This article analyzes the "Foreign Language (A1)" course syllabus at the University of Western Kazakhstan, focusing on its language learning methods in the context of engineering students. The study examines the balance between explicit and implicit language learning approaches, evaluating their relevance to developing language proficiency in specialized fields. The syllabus primarily emphasizes explicit learning, such as grammar, vocabulary acquisition, and pronunciation, which provides a solid foundation for general language skills. However, the article argues that this approach is inadequate for engineering students, as it does not address the technical language necessary for their professional and academic needs. The article suggests that the syllabus should incorporate more implicit learning opportunities, particularly those involving real-world, technical communication scenarios, to better support engineering students. By proposing a more balanced integration of explicit and implicit learning strategies, this article aims to improve the course's effectiveness in preparing students for their future careers. The relevance of this study lies in the need to modernize language teaching in engineering programs in Kazakhstan, as existing methods do not address the professional-technical context, creating a gap between students' language skills and their professional needs. The novelty of the study is in its interdisciplinary approach, combining language pedagogy and engineering education to examine the integration of language acquisition theories into English instruction for engineering students, offering new insights and recommendations to improve the alignment of language teaching with students' cognitive and professional requirements.
Keywords: English for Specific Purposes (ESP), engineering education, explicit learning, implicit learning, syllabus analysis, technical communication, language acquisition theories, language pedagogy, Kazakhstan, curriculum development, professional-technical context.
Introduction
In today's world of globalization and fast technological development, English has become a very important tool for training engineering professionals [1]. In Kazakhstan, where engineering education is focused on solving both local and international problems, knowing English is especially important. This is not only because it helps with professional communication, but also because it provides access to the latest knowledge, scientific research, and innovations, which are mostly shared in English [2].
However, the methods used to teach English in engineering programs are often general and do not focus on the specific needs of technical subjects [3]. Many educational programs still rely on traditional teaching methods, such as grammar-translation or basic communicative approaches [4]. These methods are not always suitable for engineering students . At the same time, modern approaches to language learning, like cognitive theory, sociocultural theory, and methods such as CLIL (Content and Language Integrated Learning) or ESP (English for Specific Purposes), are not widely used in engineering programs [5]. This limits students' ability to develop the specific language skills they need for their future careers [6].
This gap raises concerns about the effectiveness of English language teaching in engineering programs, as it overlooks the cognitive and professional characteristics of the students [7]. As a result,
students often struggle to develop the language skills required to address complex engineering challenges in English, which in turn affects their competitiveness in the global job market [8].
Second language acquisition (SLA) theories offer valuable insight into the processes and outcomes of language learning [9]. These theories provide a framework for developing effective teaching methods, analyzing factors that influence language proficiency, and creating tailored curricula [10]. By applying SLA principles, educators can better address the specific needs of engineering students, ensuring they acquire not only general language skills but also the specialized vocabulary and communication strategies required in their professional fields [11].
The behaviourist theory of language learning focuses on imitation and reinforcement [7]. It suggests that people learn language by copying others and getting rewards or corrections for their actions [12]. In contrast, the nativist theory argues that language is something we are born with, meaning that humans have an inborn ability to learn it. This theory believes that our natural abilities are key to language acquisition [13].
The interactionist and developmental theories stress the role of both innate abilities and the environment in language learning [14]. They suggest that while people have a natural ability to learn language, their interactions with others and experiences are important for language development [15]. Krashen's monitor model, which includes five key ideas about how we learn a language, has been very influential, though it has also faced some criticism [16]. Some argue that it places too much focus on unconscious learning and not enough on the role of active learning [17].
The environmentalist theory highlights how social and psychological factors affect language learning [13]. It suggests that a person's social interactions, feelings, and motivation can influence their ability to learn a language. Today, the field of second language acquisition (SLA) is evolving, with many experts recognizing that language learning is a complicated process shaped by not just language and thinking skills but also by social, emotional, and cultural factors [18]. Recent research has looked into topics such as language errors, feedback, interference from the first language, understanding input, and communication with others [19]. By understanding these theories, we can develop better teaching methods and support language learners and their teachers more effectively
Language acquisition theories can be divided into two main types: classical and modern. Classical theories include behaviourism, which sees language learning as something people do by copying others and receiving rewards or corrections [20]. Another classical theory is nativism, which believes that people are born with a natural ability to learn language [13].
Modern theories focus on how both natural abilities and the environment play a role in learning a language. One of these is interactionist theory, which looks at how social interactions and cognitive development affect language learning [19]. Another modern approach, called emergentism, suggests that language learning happens through shared mental processes [21].
Other modern ideas about language learning include Krashen's input hypothesis, which stresses the need for understandable language input and sociocultural theories, which highlight how social interactions affect language development [21]. Language acquisition is an interdisciplinary field, combining ideas from linguistics, psychology, cognitive science, and other areas [22].
Modern theories of language learning have emerged because of changes in education. These changes include the use of new technologies, a focus on social interaction and cultural context, and an emphasis on how people think during learning. Approaches like constructivism stress that students should actively participate in learning and that the context is important [23, 24]. The rise of digital technology and online learning has also led to new ways of learning languages [25]. Today's theories also highlight the role of social and cultural factors, as discussed by Hovy and Yang [26].
Theories of second language acquisition (SLA) have developed significantly over time, with various perspectives on how language is learned. Researchers often group these theories into categories such as competence theories and processing theories [27]. Key approaches include behaviourism, interactionism, sociocultural theory, and comprehension theory.
[13].
A crucial element in these theories is the role of explicit and implicit learning, which are connected to cognitive processes and social interaction [28]. Explicit learning involves consciously focusing on language rules and structures, while implicit learning occurs naturally through immersion in real-life language use [29]. These two processes can complement each other in different language learning situations. For example, behaviourist theories emphasize repetition and reinforcement, which lean more toward explicit learning. On the other hand, interactionist and sociocultural theories focus on the importance of social interaction and context, supporting implicit learning [28]. This distinction helps in understanding how different aspects of language acquisition can be applied in educational practices, such as teaching English to engineering students.
Understanding these theories is crucial for designing curricula that balance explicit and implicit learning approaches [29], particularly for engineering students, whose professional and technical needs demand specialized teaching strategies [30]. To summarize these theoretical perspectives and their practical applications, Table 1 categorizes key SLA theories, their alignment with explicit and implicit learning, and their relevance to teaching English for engineering students.
Table 1: SLA Theories, Learning Approaches, and Applications in Engineering Education
Theory
Key Features
Relevance to Explicit Learning
Relevance to Implicit Learning
Applications in English for Engineering Students
Behaviourism
Focuses on imitation and reinforcement [29].
Emphasizes repetition and practice of language rules.
Minimal
relevance; lacks focus on natural context-based learning._
Useful for grammar drills and technical vocabulary memorization.
Nativism
Suggests innate mechanisms for language acquisition [13].
Supports the structured teaching of linguistic rules.
Limited; assumes natural acquisition without instruction.
May guide the introduction of fundamental grammar as an innate cognitive process.
Interactionism
Emphasizes the interaction between innate abilities and environment [29]._
Moderately supports structured grammar tasks when combined with feedback.
Strong focus on social interaction and context for language learning.
Ideal for role-plays and teamwork activities in
professional communication scenarios.
Sociocultural Theory
Highlights the role of social interactions in learning [21].
Minimal; focuses less on formal rule learning.
High relevance; emphasizes learning through interaction and collaboration.
Effective for group projects and
discussions based on real-world engineering contexts.
Emergentism
Suggests language emerges from shared cognitive processes [21].
Supports
structured
patterns
language
exposure
practice.
of
and
Aligns with
naturalistic and immersive learning environments.
Beneficial for
integrating both explicit and implicit learning in projects and tasks.
Theory Key Features Relevance to Explicit Learning Relevance to Implicit Learning Applications in English for Engineering Students
Krashen's Input Theory Stresses the importance of comprehensible input for language acquisition [29]. Limited role; focuses less on formal teaching. Strong relevance; promotes learning through exposure to meaningful input. Applicable in designing immersive, context-based technical communication tasks.
The table highlights how different SLA theories inform explicit and implicit learning approaches. For instance, behaviourist principles can support grammar drills and vocabulary memorization for technical contexts, while interactionist and sociocultural theories align more closely with collaborative and project-based activities. These insights reinforce the need for a balanced teaching approach that combines structured rule-based learning with opportunities for natural, contextual language use [31, 29].
By applying these theoretical perspectives, educators can address the dual challenge of developing foundational language skills and equipping engineering students with the technical communication abilities required for their academic and professional success.
Methodology
This study employs a qualitative research methodology to analyze the "Foreign Language (A1)" course syllabus at tone of the Universities of Western Kazakhstan, focusing on its language learning methods in the context of engineering students. The aim is to evaluate the balance between explicit and implicit language learning approaches and to examine the theories of foreign language acquisition (FLA) that are integrated into the curriculum.
The study follows a qualitative, document-based research design. Given the goal of understanding how language teaching methods are conceptualized and implemented in the curriculum for engineering students, a detailed analysis of the "Foreign Language (A1)" syllabus was conducted. This analysis aimed to uncover the language teaching theories that underlie the syllabus content and instructional strategies, particularly focusing on the inclusion of explicit and implicit language learning approaches. The primary data for this study was collected from the "Foreign Language (A1)" course syllabus used in the engineering program at the University of Western Kazakhstan. The syllabus includes the learning objectives, teaching methodologies, assessment strategies, and content organization. The syllabus was reviewed in detail to identify elements related to explicit learning (e.g., grammar, vocabulary, pronunciation) and implicit learning (e.g., real-world communication, contextual language use).
The syllabus was systematically analyzed using content analysis techniques. This approach involves identifying and categorizing elements in the syllabus that reflect the key theories of language acquisition and teaching methodologies. Key aspects of the analysis focused on:
- The extent to which explicit language instruction (grammar rules, vocabulary memorization, etc.) is emphasized.
- The presence of implicit learning strategies (immersion, context-based language use, communicative tasks).
- The alignment of the syllabus with established theories of language acquisition, such as behaviorism, nativism, interactionism, sociocultural theory, and emergentist approaches.
- The potential integration of modern language teaching methodologies, including Content and Language Integrated Learning (CLIL) and English for Specific Purposes (ESP).
Analysis
The analysis process involved identifying key themes within the syllabus and categorizing them according to explicit or implicit language learning approaches. Each element of the syllabus was evaluated in terms of its adherence to relevant SLA theories, such as behaviorism, interactionism, and sociocultural theory, to determine the degree to which the syllabus supports both language acquisition and the development of technical language skills required by engineering students.
The analysis of the course syllabus revealed a significant focus on foundational language elements such as grammar, vocabulary, and basic communication. Figure 1 illustrates the frequency of these terms, highlighting their prominence in the course objectives and tasks.
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Figure 1: Word Frequency Cloud of Course Syllabus Terms
The analysis of the curriculum of the course 'Foreign Language (A1)' for engineering students at the University of Western Kazakhstan focused on the distinction between implicit and explicit learning. This distinction is important in determining what types of tasks and approaches contribute to more effective language acquisition and how they can be integrated into the learning process. Consideration of each type of assignment and its application within the course provides a deeper understanding of how these methods can be balanced to achieve better learning outcomes for engineering students.
One of the most important tools in the course is audio and video materials. These materials are an integral part of constructivist learning theory, which states that knowledge is best learnt through active interaction with real-life situations. In the case of foreign language teaching, the use of audiovisual materials allows students to perceive language in the context of real life situations. Importantly, this approach helps to develop listening skills, improving not only listening comprehension but also expanding students' active vocabulary. Assignments that include audio and video materials are ideal for beginner (A1) and intermediate-advanced (A2) levels, as they encourage intuitive acquisition of language structures, making learning less formalised. However, it is worth noting that such tasks refer to implicit learning, where students do not receive explicit instructions on grammar or vocabulary, but learn them through context and intuitive perception of the language.
Examples of such tasks are listening to dialogues or interviews, for example, on a topic related to everyday life or engineering. These assignments not only help to improve listening comprehension, but also help students to learn the active vocabulary needed to communicate in a professional environment. Videos are also an important part of the course, after which students discuss the content and analyse the language structures used, which develops their ability to comprehend and apply new lexical and grammatical elements.
Another important element of the curriculum is grammar exercises, which refer to explicit instruction. In contrast to the implicit approach, explicit teaching emphasises explicit explanation of
grammatical rules, which helps students to better understand the structure of the language. These exercises can be useful for all levels from A1 onwards, and they are particularly important at higher levels where students begin to master more complex grammatical constructions. Within the grammar exercises, students are given clear instructions and explanations regarding the use of different language forms. For example, exercises on the use of tenses, articles or personal pronouns help students to systematise their knowledge and apply it in the context of real-life speech situations.
Lexical tasks also occupy an important place in the course and are often used at the elementary and intermediate levels. These assignments are aimed at active learning of new words and phrases, which plays a key role in the development of students' communicative skills. Lexical assignments focus on the theory of vocabulary learning and its contextual use, which allows students to develop not only passive but also active vocabulary. Unlike grammar tasks, lexical tasks usually include explicit instructions on how to use new words and their meanings, which is also an element of explicit instruction. Examples of such tasks include vocabulary lists with translations and examples of word usage in sentences, as well as tasks to fill in gaps in texts using lexical units.
Equally important are role-plays and discussions, which play a key role in the development of social skills. These assignments are based on the theory of social constructivism, which states that learning takes place through interaction in real social contexts. Role-plays and discussions help students to use language in real-life situations, which contributes to the development of not only language skills but also social skills. For example, role-plays such as 'buying tickets' or 'discussing a project with a colleague' give students the opportunity to simulate real-life situations and practice using language without explicitly emphasising grammatical rules. These tasks belong to implicit learning because they promote language acquisition through language use in context, without explicitly explaining the rules.
Project activities are another important element of the course that allows students to work on real-life tasks related to the language learnt. Project-based learning stimulates both implicit and explicit learning. During project work, students can apply the language to solve practical problems, which promotes both theoretical and practical learning. Project activities help students develop skills of independent work, critical thinking and presentation of results. Examples of such assignments are projects on the topics 'Impact of New Technologies on Engineering' or 'Environmental Technologies in Engineering', where students not only investigate topical issues, but also apply language to present their findings.
Finally, tests and quizzes are central to the assessment of learning. These tasks are an important tool for explicit learning, as they are oriented towards testing knowledge of grammatical rules and vocabulary. Tests and quizzes help students to demonstrate explicit learning of the material and help the teacher to assess students' knowledge and skills. Assignments, such as grammar tests or quizzes that include translation and lexical exercises, give students the opportunity to put theoretical knowledge into practice and receive feedback.
Thus, the analysis of the curriculum of the Foreign Language (A1) course shows that both implicit and explicit methods are used in the learning process. Audio and video materials, role-playing games and discussions contribute to implicit learning, while grammar and lexical tasks, tests and quizzes are examples of explicit methods. An effective combination of these approaches is key to the successful learning of engineering students, as it enables not only the development of general language skills, but also the acquisition of specific professional vocabulary required for engineering jobs.
Conclusion
In conclusion, the study showed that the integration of implicit and explicit teaching methods in an English language course for engineering students is a key factor in achieving effective language acquisition. The curriculum analysis revealed that different types of tasks such as audio-visual materials, grammar exercises, lexical tasks, role-playing games, project activities and tests can serve as important tools both for the formation of general language background and for mastering specific professional vocabulary required by engineering students.
Implicit learning, based on contextual perception of language and interaction with real-life situations, contributes to the development of listening skills, expansion of active vocabulary and strengthening of communicative skills. Explicit instruction, in turn, helps students to master grammatical structures and lexical units, which is necessary for accuracy and correctness of language in professional activities.
Thus, an effective teaching programme should strike a balance between these approaches, guiding students towards both intuitive language acquisition and conscious mastery of grammar and vocabulary. Incorporating a variety of task types into the learning process, appropriate for different levels and types of learning, helps to create a more flexible and integrated learning environment. Ultimately, this approach contributes not only to the improvement of general language proficiency, but also to the enhancement of students' professional competence in engineering disciplines, which is key for their future careers.
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