I have observed an online tendency to refer to language learning as a “subconscious” process, but I think that it depends on how much we want to stretch the meaning of “subconscious.”
How many times have you heard people talk about “subconscious” language learning? What about those people disenchanted with traditional language learning methods but who then discovered a miraculous method – their method? Last but not least, what about the “forget about grammar” tiresome advice?
After all, who wants to learn consciously when you can learn subconsciously?
Language learning is not a story about a messiah who came down to Earth to tell people to forget about grammar because they could learn subconsciously… although that would make for an interesting book.
My Experience
As a language teacher with years of international experience teaching at all levels, I have witnessed the legitimate struggles that language learners face.
While there is no denying that implicit learning is part of learning a language, it is not entirely accurate to describe language learning as a purely subconscious endeavor. Let’s explore why the distinction between conscious and subconscious language learning is not as straightforward as some may think.
Learning vs acquisition
The idea that language learning is a “subconscious” process comes from the Krashen’s (1981) input hypothesis, which suggests that acquisition (implicit learning) is more effective than explicit learning of a language. However, this does not mean that learning is purely a conscious process or that acquisition is entirely subconscious. As linguist Steven Pinker (1994) notes, “Try teaching language to a brick.”
Even young children who are acquiring language are using their analytical abilities to learn. As Laura Ann Petitto and Patricia Kuhl have pointed out, even young children who learn language implicitly are still using their analytical abilities to make sense of the language around them (Petitto & Kuhl, 2003).
When we learn a language, we are constantly making connections between words, grammar rules, and meanings. These connections are not always immediately obvious, but they are there. For example, when we encounter a new word in a sentence, we may not immediately understand its meaning, but we can use our analytical abilities to make an educated guess based on the context of the sentence.
The point is that language learning, whether explicit or implicit, always involves some degree of analytical processing. There is no such thing as truly “subconscious” language learning, as even implicit learning requires cognitive processing.
The Catch
While implicit learning is a part of language acquisition, it is not as simple as learning through osmosis. If language learning were truly “subconscious,” why would learners be able to generalize some rules but not others? Analytical abilities are often used in the process of learning a language, whether learners are aware of it or not. For example, learners use their analytical abilities to guess the meaning of new words based on context or to generalize grammar rules.
It is true that when you’re absorbed watching a movie or reading a book you’re learning new words and new grammar features without consciously thinking about it. But that does not mean that your mind is not drawing inferences in the background. How else can you explain that you’re able to guess the meaning of some words “subconsciously” but not others?
The Role of Children
The idea of language learning as a largely subconscious process is often influenced by the fact that children seem to learn a language effortlessly. However, this is because children are acquiring the language at the same time as they are developing their subcortical areas. For adults, language learning is a more conscious process, and there is no magic formula for learning a language fast and effortlessly.
Conclusion
In conclusion, the idea that language learning is a purely “subconscious” process is like trying to learn to swim without getting wet. While implicit learning is effective, it still requires some degree of analytical processing. Learning a language takes effort, no matter what method you use. So, don’t be fooled by the idea that you can learn a language effortlessly. Put in the effort and enjoy the process.
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References
Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.
Petitto, L. A., & Kuhl, P. K. (2003). The “sensitive period” for the acquisition of syntax in a second language. Language Learning, 53(2), 173–202.
Pinker, S. (1994). The language instinct: How the mind creates language. HarperCollins Publishers.
