Before we go any further, click on the link for a short post explaining the basic differences between declarative knowledge and procedural knowledge.
This is my reply, which addressed the issue of declarative knowledge vs. procedural knowledge:
2. Certain structures will take a long time to cross over into spontaneous communication (i.e., to go from declarative knowledge to procedural knowledge). Period. The teaching of grammar (with a view to proceduralization), in that sense, is more like a time bomb rather than fireworks – in other words, it doesn’t explode as soon as it’s set off. We may try to speed up the process, but students will only use the “new stuff” (i.e., turn declarative knowledge into procedural knowledge) when they’re developmentally ready to. Now, if you work for a school that operates with a set syllabus, a coursebook (to be covered in X hours) and a series of achievement tests (on the basis of which pass/fail decisions are made), this whole discussion on declarative knowledge may sound really far-fetched and impractical. And you know what? I don’t blame you.