From a contemporary pedagogical and psycholinguistic perspective, what is the primary limitation of relying exclusively on explicit grammar instruction when learning a second language?

Detailed Explanation

From a cognitive and second language acquisition standpoint, explicit grammar instruction primarily develops declarative knowledge (knowing 'what' about the language rules), whereas spontaneous communication requires procedural knowledge (knowing 'how' to use the language automatically in real-time). According to Stephen Krashen's monitor model, learned explicit systems can only serve as a monitor or editor, not as the driver of spontaneous output. For an in-depth understanding of how cognitive structures influence language acquisition, refer to the Wikipedia Reference.

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From a contemporary pedagogical and psycholinguistic perspective, what is the primary limitation of relying exclusively on explicit grammar instruction when learning a second language?

Detailed Explanation

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