Explicit learning: The learners conscious and deliberate attempt to master some material or solve a problem. This is the learning type emphasized by most school instruction.Implicit learning: Acquiring skills and knowledge without conscious awareness, that is, automatically and with no conscious attempt to learn them.Dilemma: While most academic learning is heavily based on explicit learning, the main language learning model for humans the mastery of our mother tongue predominantly involves implicit processes without any explicit teaching: children acquire the complex system of their L1 through engaging in natural and meaningful communication with their parents and other caretakers. Thus, if the implicit L1 acquisition process is a universally shared experience, isnt it the obvious conclusion that we ought to model any subsequent L2 learning enterprise after this?

Problem: Implicit learning, which does such a great job in generating native-speaking L1 proficiency in infants, does not seem to work efficiently when we want to master an L2 at a later stage in our lives. In consequence, the ineffectiveness of implicit learning mechanisms makes it necessary for us to draw on the additional resources of various explicit learning procedures.

Conclusion: The real challenge of modern language instruction is find ways to maximise the cooperation of explicit and implicit learning Three key issues lie at the heart of the most forward-pointing discussions about theexplicit-implicit cooperation in the literature: (a) focus on form and form-focused instruction; (b) fluency and automatization; and (c) formulaic language

Focus on form (FonF) and form-focused instruction (FFI) -FonF and FFI indicate a concern with the structural system of language from a communicative perspective. In other words, they represent a halfway position between a concern for communicative meaning and the linguistic features of the language code, calling for a primarily meaning-focused instruction in which some degree of attention is paid to form.-Thus FonF/FFI refer to a new type of grammar instruction embedded within a communicative approach. According to Rod Ellis (2008), the main types include:+ Input-based options (e.g. input flooding)+Explicit options (e.g. inductive instruction)+Production options (e.g. inducing learners to produce utterances containing the targetstructure)+Corrective feedback (e.g. recasts or explicit correction

SOME PROBLEMs WITH COMMUNICATIVE LANGUAGE TEACHINGThe communicative reform was centred around the radical renewal of the linguistic course content i.e. communicative competence without any systematic psychological conception of learning to accompany it. Thus, communicative syllabuses were informed by a number of elaborate theories, e.g.:-Austin and Searles speech act theory,-Hymes model of communicative competence and its application to L2 proficiency by Canale and Swain (1980; Canale, 1983),- Hallidays systemic functional grammar.

In contrast, the only learning-specific principle that was available for CLT practitioners was the broad tenet of learning through doing, referring to the assumption that the learners communicative competence develops automatically through their active participation in seeking situational meaning, that is, their engaging in meaningful communicative tasks.

Thus, it is fair to conclude that CLT did not properly address the psychology of learning. Partly because of the vagueness of the seeking situational meaning tenet, the varieties of CLT practised around the world are rather diverse and are often contradictory to each other (e.g. with respect to teaching grammar). There is no single text or authority on it, nor any single model that is universally accepted as authoritative (Richards & Rodgers, 2001, p. 155)SEVEN PRINCIPLES OF THE NEW PRINCIPLED COMMUNICATIVEAPPROACH1. The personal significance principle: PCA should be meaning-focused and personally significant. This has been the basic tenet of student centred, communicative language teaching and we believe that this principle is just as valid now as when it was first formulated.2. The controlled practice principle: While the overall aim of communicative language learning is to prepare the learners for meaningful communication, skill learning theory suggests that PCA should also include controlled practice activities to promote the automatization of L2 skills.3. The declarative input principle: To facilitate automatization, PCA should involve explicit initial input components that are then proceduralised through practice. This declarative input can be offered in many ways, including the potential utilisation of accelerated learning techniques and even rote learning.4. The focus on form principle: While maintaining an overall meaning-oriented approach, PCA should also pay attention to the formal/structural aspects of the L2 that determine accuracy and appropriateness at the linguistic, discourse and pragmatic levels.5. The formulaic language principle: PCA should include the teaching of formulaic language as a featured component. There should be sufficient awareness raising of the significance and the pervasiveness of formulaic language in real-life communication, and selected phrases should be practiced and recycled intensely.6. The language exposure principle: PCA should offer learners extensive exposure to large amounts of L2 input that can feed the learners implicit learning mechanisms. In order to make the most of this exposure, learners should be given some explicit preparation in terms of pre-task activities, to prime them for maximum intake.7. The focused interaction principle: PCA should offer learners ample opportunities to participate in genuine L2 interaction. For best effect, such communicative practice should always have a specific formal or functional focus, and should always be associated with target phrases to practice.