In comparing the two terms: explicit and implicit knowledge, Noonan (2004)
proposes a challenging question: “May explicit grammar knowledge become implicit
knowledge in the context of EFL learners?” In response to this, there are two answers.
First, in Krashen’s view, explicit knowledge can never be implicit knowledge
inasmuch as the two are located in dissimilar parts of the brain. In contrast, the
interface position claims that explicit knowledge can have some impact on implicit
knowledge. This position has two views. The first maintains that explicit knowledge
becomes internalized through practice or frequent exposure to target language similar
to the acquisition of other skills. The second goes along with the Krashen’s view.