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₁. Explicit learning is a more conscious operation where the individual makes and tests hypotheses in a search for structure. (Kees de Bot)

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1.1 When we know the process used to obtain information, it is called explicit learning. It is an intentional learning.
For example, when a kid make some questions about the world around him or her so when the child asks "How do you know?" You probably remember a time when you learned information. "When I was in school, my science teacher taught us all about the atmosphere"

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1.2 Involves memorizing a series of successive facts and thus makes heavy demands on working memory. As a result, it takesplace consciously and results in knowledge that is symbolic innature.

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1.3 Explicit knowledge can be accessed only with controlled effort, and, thus typically used in tasks that allow for careful planning and monitoring (Han and Ellis 1998)

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1.4 Explicit knowledge exists as declarative facts that can only be accessed through the application of attentional processes.
Explicit knowledge is learneable at any age, in the explicit knowledge, the metalinguistic knowledge is encouraged.

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2.2 Schmidt (1990) the implicit learning issue is the most difficult to resolve. On the one hand, there is evidence for it, but there is also evidence that conscious understanding helps in the acquisition process.

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₂. Implicit learning is acquisition of knowledge about the underlying structure of a complex stimulus environment by a process that takes place naturally, simply and without conscious operations.

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2.1 Knowledge attainments can thus take place implicitly (a non-conscious and automatic abstraction of the structural nature of the material arrived at from experience of instances)

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2.4 The implicit learning system incorporates new information according to its own rules that are not open to inspection and probably not open to manipulation either what is taught is not necessarily implicitly learned.

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2.3 Implicit learning usually takes place without instruction and the learner being aware of learning something, may also result as a by-product of explicit learning.
For example, in languages is giving to the learner some extra cues so he can discover the ‘rules’ for himself.