Читать книгу The Concise Encyclopedia of Applied Linguistics - Carol A. Chapelle - Страница 184

Research is clearly still needed on the role of awareness in the L2 learning process. There are several avenues of research that have been suggested. First, the construct awareness needs to be established: Is it a dichotomy (aware vs. unaware) or does it occur on a continuum (Leow, 2000)? Second, the stage at which awareness is measured along the L2 learning process needs to be firmly established (Leow et al., 2011). Third, future research needs to probe deeper into the potential co‐occurrence of both implicit and explicit learning during the L2 learning process (Leow & Donatelli, 2017). To address these theoretical gaps, future research in SLA may want to view awareness from both a process and product perspective (Leow, 2015a, 2015b) and situate this distinction within an SLA theoretical framework that typically comprises several stages along the learning process from input to output (Leow 2015a, 2015b). Data gathered at a stage before internalization of L2 data comprises the stage of construction, where L2 learners encode and/or decode incoming L2 data (process), while data gathered after the internal system comprises the stage of reconstruction, where L2 learners report or demonstrate what they have learned or became aware of (product). Employing concurrent data elicitation procedures may address (a) the role of awareness in the learning process, (b) the potential interactive role played by both implicit and explicit learning during the construction stage, and (c) the appropriate categorization of participants into (i) aware or unaware status or (ii) the type of knowledge (implicit or explicit) being developed (Leow & Donatelli, 2017).