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Abstract

Duolingo is a popular language learning application. This project aimed to analyse the use of implicit and explicit learning of grammar in the new ‘Learning Path’ on Duolingo. In addition, it aimed to determine whether an inductive or deductive teaching approach was used if explicit learning took place. Lastly, it aimed to evaluate whether Duolingo’s description of their use of implicit and explicit language learning matched the actual course content of the app. A methodological approach using both qualitative and quantitative data was used. The course structure was mapped out, along with the content of the materials. Moreover, 20 exercises from the first 25 units of Duolingo were analysed and tabulated to investigate which grammar teaching and learning approaches were used. The results demonstrate that implicit and explicit grammar learning both occur, but predominantly explicit learning takes place, and this is through forms-focused exercises, Unit Guidebooks and Smart Tips. This project is important because it contributes to the academic debate surrounding the use of implicit and explicit learning. The fact that a popular language learning application uses explicit learning can suggest that explicit learning is nowadays preferable for Second Language Acquisition and that current opinion argues for explicit learning.

Course: Applied Languages - BA (Hons) - C0392

Date Deposited: 2023-07-27

URI/permalink: https://library.port.ac.uk/dissert/dis14168.html