Читать книгу The Concise Encyclopedia of Applied Linguistics - Carol A. Chapelle - Страница 180

There are several strands of SLA research that are explicitly or implicitly premised on the role(s) of attention, or noticing (attention plus a low level of awareness), or both, in L2 development. These strands include processing instruction, interaction or feedback, learning conditions, input/textual enhancement, focus on form, and so on. Attention/noticing has been measured by a variety of instruments in SLA studies that include both online (e.g., eye‐tracking, think aloud protocols, uptake charts, note taking, making check marks) and offline (e.g., questionnaires, learning diaries, verbal reports, stimulated recall protocols) measures.

Quite a large range of linguistic items has also been empirically investigated and these include Spanish imperatives, imperfect and preterit forms, present perfect forms, relative pronouns, past conditional; Finnish locative suffixes; English possessive determiners, relative clauses; French past participle agreement, and so on. Different levels of language experience have also been explored, ranging from beginner learners of an L2 to intermediate to advanced levels. Amount of exposure is also differential, ranging from less than an hour to over several days.

Overall, the findings of these studies provide strong support for the role of attention, or noticing, or both, in L2 development. At the same time, concurrent data gathered via the eye‐tracking procedure (e.g., Godfroid, Boers, & Housen, 2013) and think aloud protocols (e.g., Leow, 2001) also reveal that not all L2 data that have been attended to or noticed (intake) are subsequently processed and internalized into the L2 learner's system. In addition, the research designs of many of these noticing studies did not methodologically tease out the specific role awareness played while learners were attending to incoming L2 data. To this end, the next section reports on the definition and operationalization of the construct of learner awareness and the findings of empirical studies that methodologically addressed the role of this construct in L2 development.