Explicit Learning in the L2 Classroom A Student-Centered Approach Second Language Acquisition Research Series

Explicit Learning in the L2 Classroom offers a unique five-prong (theoretical, empirical, methodological, pedagogical, and model building) approach to the issue of explicit learning in the L2 classroom from a student-centered perspective. To achieve this five-prong objective, the book reports the theoretical underpinnings, empirical studies, and the research designs employed in current research to investigate the constructs of attention and awareness in SLA with the objectives to (1) propose a model of the L2 learning process in SLA that accounts for the cognitive processes employed during this process and (2) provide pedagogical and curricular implications for the L2 classroom. The book also provides a comprehensive treatise of research methodology that is aimed at not only underscoring the major features of conducting robust research designs with high levels of internal validity but also preparing teachers to become critical readers of published empirical research.

PrefaceChapter 1: Introduction or strolling down memory lane: Raising your awareness Chapter 2: A theoretical framework for the L2 learning process in SLA Chapter 3: Attention Chapter 4: Awareness Chapter 5: Foundations Chapter 6: Research methodology Chapter 7: Deconstructing the construct of learning Chapter 8: Location, location, location: Probing inside the box Chapter 9: Empirical studies investigating the role of attention/noticing in L2 development Chapter 10: Learning explicitly or implicitly: That is the question Chapter 11: Depth of processing during input processing Chapter 12: Toward a model of the L2 learning process in SLA Chapter 13: Toward the development of psycholinguistics-based e-tutors Chapter 14: Conclusion

Ronald P. Leow is Professor of Applied Linguistics and Director of Spanish Language Instruction in the Department of Spanish and Portuguese at Georgetown University. His areas of expertise include language curriculum development, teacher education, SLA, psycholinguistics, cognitive processes in language learning, research methodology, and CALL.