The DOI matches its Crossref record.
Explicit Learning in the L2 Classroom
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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In the citing paper
“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
In the citing paper
“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
Citations
Cited by
Sorted by citations
Research Methods in Applied Linguistics
(2021) · Research methods in applied linguistics · doi:10.1075/rmal · Cited by 2,782
Exploring Engagement in Tasks in the Language Classroom
Philp, J., & Duchesne, S. (2016) · Annual Review of Applied Linguistics · doi:10.1017/s0267190515000094 · Cited by 752
“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).”
BackgroundIncidental vocabulary learning in a natural reading context: an eye-tracking study
Godfroid, A., Ahn, J., Choi, I., Ballard, L., Cui, Y., JOHNSTON, S., Lee, S., Sarkar, A., & Yoon, H. (2017) · Bilingualism Language and Cognition · doi:10.1017/s1366728917000219 · Cited by 220
“Again, this finding alludes to the distinction between form and meaning; specifically, to the notion that making a form-meaning connection entails a greater depth of processing than registering the form (Craik & Lockhart, 1972; Leow, 2015).”
BackgroundSato, M., & Loewen, S. (2018) · Language Learning · doi:10.1111/lang.12283 · Cited by 195
Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas
Gilabert, R., Manchón, R. M., & Vasylets, O. (2016) · Annual Review of Applied Linguistics · doi:10.1017/s0267190515000112 · Cited by 115
“Knowledge processing includes internalization, modification, and consolidation of knowledge (Leow, 2015).”
Influential
Metadata
- Authors
- Leow, R. P.
- Corresponding author
- Leow, Ronald P.
- ORCID
- Leow, Ronald P.
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2015-02-20
- 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
- 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 › Linguistics and Language › 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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