The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
EXPLICITNESS, INTAKE, AND THE ISSUE OF AWARENESS: Another Piece to the Puzzle
Abstract
The conditions (implicit or explicit) under which exposure to L2 input takes place and the level of awareness raised while processing input may be strongly related to the learning process. This study investigates how intake was affected both by awareness and by the conditions under which a problem-solving task was performed. Spanish conditional sentences were presented to learners through five different degrees of explicitness, which were the result of combining the factors [±formal instruction] and [±directions to search for rules]. Intake was measured through a multiple-choice recognition test administered immediately after the experimental task. Level of awareness was assessed by means of think-aloud protocols collected during input processing. Results indicate that (a) the degrees of explicitness had a differential effect on intake, (b) the higher the level of awareness demonstrated, the stronger the effect on intake, and (c) the conditions under which the task was administered influenced the way information was processed.
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Citations
Cites
The Role of Consciousness in Second Language Learning1
SCHMIDT, R. W. (1990) · Applied Linguistics · doi:10.1093/applin/11.2.129 · Cited by 5,435 · cited 7×
“…VanPatten, 1993, 1994, 1995, 1996) and that, from a cognitive perspective, attention to the input determines internalization of language (e.g., Hulstijn, 1989; Long, 1991; Schmidt, 1990, 1993, 1994a, 1994b, 1995; Sharwood Smith, 1981; Slobin, 1985; Tomlin & Villa, 1994; VanPatten, 1990, 1994).”
BackgroundInfluentialAwareness and Second Language Acquisition
Schmidt, R. (1992) · Annual Review of Applied Linguistics · doi:10.1017/s0267190500002476 · Cited by 825
Doughty, C. (1991) · Studies in Second Language Acquisition · doi:10.1017/s0272263100010287 · Cited by 619
Attentional and nonattentional forms of sequence learning.
Curran, T., & Keele, S. W. (1993) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/0278-7393.19.1.189 · Cited by 594 · cited 6×
“…agreement in that (a) focal attention is a necessary component of learning (e.g., Carr & Curran, 1994; Ericsson & Simon, 1984; Kihlstorm, 1984; Schmidt, 1994a, 1994b, 1995) and (b) awareness allows for a more elaborate type of structural learning (e.g., Carr & Curran, 1994; Curran & Keele, 1993).”
BackgroundInfluentialCommunicating about Grammar: A Task-Based Approach
Fotos, S., & Ellis, R. (1991) · TESOL Quarterly · doi:10.2307/3587079 · Cited by 408
On the relationship between implicit and explicit modes in the learning of a complex rule structure.
Reber, A. S., Kassin, S. M., Lewis, S., & Cantor, G. (1980) · Journal of Experimental Psychology: Human Learning and Memory · doi:10.1037/0278-7393.6.5.492 · Cited by 367
Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge
Ellis, N. (1993) · European Journal of Cognitive Psychology · doi:10.1080/09541449308520120 · Cited by 269 · cited 4×
“…under the premise of an interface between implicit and explicit forms of knowledge (e.g., Alanen, 1995; De Graaff, 1997; DeKeyser, 1994, 1995; Ellis, 1993; Harley, 1994; Hulstijn, 1989; Hulstijn & De Graaff, 1994; Robinson, 1995a, 1996a, 1996b, 1997a, 1997b; Schmidt, 1994a; VanPatten, 1994).”
BackgroundInfluential
Cited by
Introduction: Investigating Form‐Focused Instruction
Ellis, R. (2001) · Language Learning · doi:10.1111/j.1467-1770.2001.tb00013.x · Cited by 826
Feedback, Noticing and Instructed Second Language Learning
Mackey, A. (2006) · Applied Linguistics · doi:10.1093/applin/ami051 · Cited by 536
Attention and Memory during SLA
Robinson, P. (2003) · The Handbook of Second Language Acquisition · doi:10.1002/9780470756492.ch19 · Cited by 402
The effect of interactivity with a music video game on second language vocabulary recall
deHaan, J., Reed, W. M., & Kuwanda, K. (2010) · Language Learning & Technology · doi:10.64152/10125/44215 · Cited by 266
Implicit and explicit instruction in L2 learning: Norris & Ortega (2000) revisited and updated
Goo, J., Granena, G., Yilmaz, Y., & Novella, M. (2015) · Studies in Bilingualism · doi:10.1075/sibil.48.18goo · Cited by 224
Metadata
- Authors
- Rosa, E., & O'Neill, M. D.
- Venue
- Studies in Second Language Acquisition
- Publisher
- Cambridge University Press (CUP)
- Published
- 1999-12
- Volume
- 21
- Issue
- 4
- Pages
- 511-556
- ISSN
- 0272-2631 (ISSN-L)
- 1470-1545
- OpenAlex
- W2011716944
- Cited by
- 356
- References
- 7
- FWCI
- 35.58
- Type
- journal article
- Language
- en
- Open access
- closed
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- CoChat. (2026). Citation check: EXPLICITNESS, INTAKE, AND THE ISSUE OF AWARENESS: Another Piece to the Puzzle. https://app.cochat.ai/papers/10.1017/s0272263199004015
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- Rosa, E., & O'Neill, M. D. (1999). EXPLICITNESS, INTAKE, AND THE ISSUE OF AWARENESS: Another Piece to the Puzzle. Studies in Second Language Acquisition. https://doi.org/10.1017/s0272263199004015
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
