The role of input and the implicit and explicit knowledge in the acquisition of L2 and the learning of writing in BP

Abstract

This paper approaches the role of the input and the implicit and explicit knowledge in second language (L2) acquisition processes and in Brazilian Portuguese (BP) learning. We assume the learning of standard rules of writing in BP is similar (yet not identical) to L2 acquisition. Our analysis shows there are differences between the processes in question, especially in what concerns the implicit knowledge, since BP speakers already have an intuitive knowledge of their L1 when they begin to learn how to write, differently from a speaker acquiring L2, who, during the process, is building his/her implicit system. This paper also discusses methodological proposals based on the idea that the student already possesses an internalized grammar when s/he enters school, and this suggests teachers should make use more often of elicitation techniques in order to mediate the process of linguistic awareness.