Читать книгу The Concise Encyclopedia of Applied Linguistics - Carol A. Chapelle - Страница 179

Leow's (2015a) model of the L2 learning process in ISLA also underscores the role of attention at the input processing stage but, like Tomlin and Villa (1994), does not posit a crucial role for awareness at this stage. He provides a more fine‐grained notion of input processing by dividing this stage into three phases, each with attentional resources that may incorporate cognitive registration, awareness, and depth of processing, which in turn may lead to three types of intake: attended intake, detected intake, and noticed intake. All three phases are characterized by low processing and, crucially, all types of intake may disappear from working memory if not further processed.

As can be seen from the tenets of the different theoretical underpinnings regarding the roles of attention and awareness in SLA, the facilitative role of attention in L2 development is generally accepted while the role of (un)awareness is not without debate. More specifically, while both Schmidt's noticing hypothesis and Robinson's model posit a crucial role for awareness, Tomlin and Villa's and Leow's models do not. What is not controversial, then, is that attentional resources do need to be allocated to specific linguistic (grammatical, lexical, phonological, etc.) information in the input. However, whether these attentional resources need to be accompanied by learner awareness to process the linguistic information in the input for intake and subsequent learning remains debatable in the SLA literature.