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Cited by 255EFL/ESL Teaching and LearningSecond Language Acquisition and LearningSecond Language Learning and Teaching

Explicit Learning in the L2 Classroom

Leow, Ronald P.·2015·Routledge eBooks
DOI 10.4324/9781315887074
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Abstract

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.

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  • Research on L2 acquisition has focused on noticing, differentiating between detection, awareness, and understanding.

    “This research has tended to focus on the construct of noticing, differentiating between noticing at the level of detection, awareness, and understanding (Leow, 2015; Robinson, 1995).”

    From Exploring Engagement in Tasks in the Language Classroom (2016) · cites this paper as Leow, 2015

  • L2 learners need to pay attention to the connections between language form and its meanings in use.

    “Researchers of L2 acquisition have emphasized the need for L2 learners to pay attention to the connections between language form and its meanings in use (e.g., Gass, 2003; Leow, 2015; Long, 1996; Schmidt, 2001).”

    From Exploring Engagement in Tasks in the Language Classroom (2016) · cites this paper as Leow, 2015

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Authors
Leow, R. P.
Corresponding author
Leow, Ronald P.
ORCID
Leow, Ronald P.
Venue
Routledge eBooks
Publisher
Routledge
Published
2015-02-20
DOI
10.4324/9781315887074
OpenAlex
W4253959128
Cited by
255
References
0
Citations by year
2026: 20 · 2025: 56 · 2024: 17 · 2023: 39 · 2022: 22 · 2021: 20 · 2020: 30 · 2019: 17 · 2018: 16 · 2017: 5 · 2016: 8 · 2015: 4 · 2013: 1
FWCI
13.01
Type
book
Language
en
Open access
closed
Locations
Routledge eBooks (publishedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
Keywords
explicit learning, second language acquisition, attention, awareness, cognitive processes in language learning, student-centered learning, curriculum implications, research design, internal validity, research critique

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