Hostname: page-component-8448b6f56d-jr42d Total loading time: 0 Render date: 2024-04-18T07:04:51.516Z Has data issue: false hasContentIssue false
  • English
  • Français

Awareness, different learning conditions, and second language development

Published online by Cambridge University Press:  17 May 2004

ELENA M. ROSA  and
RONALD P. LEOW
ELENA M. ROSA
Affiliation:
Georgetown University
RONALD P. LEOW
Affiliation:
Georgetown University
Get access Rights & Permissions [Opens in a new window]

Abstract

This study investigated the role of awareness in different learning conditions in relation to second language (L2) development. Adult learners of Spanish were exposed to past conditional sentences in one of five versions of a computerized problem-solving task that vary in their degree of explicitness. By employing both on-line and off-line data elicitation procedures, two main issues were addressed: whether exposure to L2 input under different conditions had a differential impact on learners' awareness and whether different levels of awareness influenced learners' ability to recognize and produce new exemplars of the target structure immediately after exposure to the input and over time. Results indicated that higher levels of awareness were not only associated with more explicit conditions but were also substantially more effective than lower levels.

Type
Articles
Information
Applied Psycholinguistics , Volume 25 , Issue 2 , April 2004 , pp. 269 - 292
Copyright
© 2004 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Campos H. 1993 De la oración simple a la oración compuesta: Curso superior de gramática española. Washington, DC: Georgetown University Press.
Carroll S., Swain M., & Roberge Y. 1992 The role of feedback in adult SLA: Error correction and morphological generalizations. Applied Psycholinguistics, 13, 173– 198.Google Scholar
Cohen J. 1988 Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Curran T., & Keele S. 1993 Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 19, 189– 202.Google Scholar
DeKeyser R. 1995 Learning second language grammar rules: An experiment with a miniature linguistic system. Studies in Second Language Acquisition, 17, 379– 410.CrossRefGoogle Scholar
DeKeyser R. 1997 Beyond explicit rule learning. Studies in Second Language Acquisition, 19, 195– 221.Google Scholar
Dulany D., Carlson R., & Dewey G. 1984 A case of syntactical learning and judgment: How conscious and how abstract? Journal of Experimental Psychology, 113, 541– 555.Google Scholar
Ellis N. 1993 Rules and instances in foreign language learning: Interactions of implicit and explicit knowledge. European Journal of Cognitive Psychology, 5, 289– 319.Google Scholar
Estes W. 1989 Learning theory. In A. Lesgold & R. Glaser (Eds.), Foundations for a psychologyof education (pp. 1– 49). Hillsdale, NJ: Erlbaum.
Farris M. 1995 Libra 2.1. Southwest Texas State University, Division of Media Services.
Foster P., & Skehan P. 1996 The influence of planning time and task type on second language performance. Studies in Second Language Acquisition, 18, 299– 323.Google Scholar
Leow R. 1997 Attention, awareness, and foreign language learning. Language Learning, 47, 467– 505.Google Scholar
Leow R. 1998a The effects of amount and type of exposure on adult learners' L2 development in SLA. Modern Language Journal, 82, 49– 68.Google Scholar
Leow R. 1998b Toward operationalizing the process of attention in SLA: Evidence for Tomlin and Villa's (1994) fine-grained analysis of attention. Applied Psycholinguistics, 19, 133– 159.Google Scholar
Leow R. P. 1999 The role of attention in second/foreign language classroom research: Methodological issues. In F. Martínez–Gil & J. Gutiérrez–Rexach (Eds.), Advances in Hispanic linguistics: Papers from the 2nd Hispanic Linguistics Symposium (pp. 60– 71). Somerville, MA: Cascadilla Press.
Leow R. P. 2000 A study of the role of awareness in foreign language behavior: Aware vs. unaware learners. Studies in Second Language Acquisition, 22, 557– 584.Google Scholar
Leow R. P. 2001 Attention, awareness and foreign language behavior. Language Learning, 51, 113– 155.Google Scholar
López Ornat S. 1994 La adquisición de la lengua española. Madrid: Siglo XXI de España Editores.
Loschky L., & Bley–Vroman R. 1993 Grammar and task-based learning. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice (pp. 123– 167). Clevedon,UK: Multilingual Matters.
Nissen M., & Bullemer P. 1987 Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1– 32.Google Scholar
Norris J. M., & Ortega L. 2000 Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417– 528.Google Scholar
Reber A. 1976 Implicit learning of synthetic languages: The role of instructional set. Journal of Experimental Psychology: Human Learning and Memory, 2, 88– 94.Google Scholar
Reber A. 1993 Implicit learning and tacit knowledge: An essay on the cognitive unconscious. Oxford: Clarendon Press.
Robinson P. 1995a Aptitude, awareness and the fundamental similarity of implicit and explicit second language learning. In R. Schmidt (Ed.) Attention and awareness in foreign language learning (pp. 303– 357). Honolulu: University of Hawaii Press.
Robinson P. 1995b Review article: Attention, memory and the noticing hypothesis. Language Learning, 45 283– 331.Google Scholar
Robinson P. 1996 Learning simple and complex second language rules under implicit, incidental, rule-search and instructed conditions. Studies in Second Language Acquisition, 18, 27– 68.Google Scholar
Robinson P. 1997a Generalizability and automaticity of second language learning under implicit, incidental, enhanced, and instructed conditions. Studies in Second Language Acquisition, 19, 223– 247.Google Scholar
Robinson P. 1997b Individual differences and the fundamental similarity of implicit and explicit adult second language learning. Language Learning, 47, 45– 99.Google Scholar
Rosa E., & O'Neill M. 1999 Explicitness, intake and the issue of awareness: Another piece to the puzzle. Studies in Second Language Acquisition, 21, 511– 566.CrossRefGoogle Scholar
Sanz C., & Morgan–Short K. 2004 Positive evidence vs. explicit rule presentation and explicit negative feedback: A computer-assisted study. Language Learning, 54, 35– 78.Google Scholar
Schmidt R. 1990 The role of consciousness in second language learning. Applied Linguistics, 11, 129– 158.Google Scholar
Schmidt R. 1993 Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206– 226.Google Scholar
Schmidt R. 1995 Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 1– 63). Honolulu: University of Hawaii Press.
Schmidt R. 2001 Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3– 32). New York: Cambridge University Press.
Shiffrin R., & Schneider W. 1977 Controlled and automatic human information processing: Perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127– 190.Google Scholar
Tomasello M. & Herron C. 1988 Down the garden path: Inducing and correcting overgeneralization errors in the foreign language classroom. Applied Psycholinguistics, 9, 237– 246.Google Scholar
Tomlin R., & Villa V. 1994 Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16, 183– 203.Google Scholar