Читать книгу The Concise Encyclopedia of Applied Linguistics - Carol A. Chapelle - Страница 182

Overall, many of the studies that have independently investigated the construct of awareness as a process by employing online verbal reports to operationalize and measure this construct (e.g., Medina, 2016; see Leow & Donatelli, 2017 for a recent timeline on awareness studies) appear to provide empirical support for the facilitative effects of awareness on foreign‐language behavior and learning. Several levels of awareness have also been reported at the levels of noticing and understanding (Schmidt, 1990) and an intermediate level of awareness between the levels of noticing and understanding, namely, awareness at the level of reporting (Leow, 2001). In addition, higher levels of awareness appear to correspond with higher depth of processing (Leow, 2015a), higher levels of intake and learning and the presence of hypothesis testing and rule formulation.

Recently, studies have addressed awareness as a product and from the perspective of type of knowledge (implicit vs. explicit). Mostly couched within incidental as opposed to intentional learning (see Leow & Zamora, 2017 for a recent review), these studies have, for example, reported evidence that adults can learn aspects of non‐native syntax or morphosyntax while processing the semi‐artificial language input for meaning and without any instruction to search for or learn a rule, and can also lead to both implicit and explicit knowledge (e.g., Grey, Williams, & Rebuschat, 2014; Rogers, Résvész, & Rebuschat, 2016). This evidence was based primarily on the results of the typical chance test and grammaticality judgment tests. Awareness was typically measured via offline subjective measures such as confident ratings and source attributions.

However, whether awareness plays a role in L2 learning has led to a growing debate in SLA. Several researchers have supported a dissociation between learning and awareness in SLA (e.g., Tomlin & Villa, 1994; Williams, 2005; Leung & Williams, 2011; Paciorek & Williams, 2015; Kerz, Wiechmann, & Riedel, 2017) while others have rejected this dissociation (Schmidt, 1990, and elsewhere; Robinson, 1995a; Leow, 2000; Hama & Leow, 2010; Faretta‐Stutenberg & Morgan‐Short, 2011). This issue is discussed in the next section.