There has been a growing interest in the study of writing from the perspective of its potential contribution to language development. However, scant attention has been paid to key methodological considerations regarding the analysis of the connection between L2 writing processes, reflection on language while writing, and language learning. In an…

Williams's (2005) study on "learning without awareness" and three subsequent extensions (Faretta-Stutenberg & Morgan-Short, 2011; Hama & Leow, 2010; Rebuschat, Hamrick, Sachs, Riestenberg, & Ziegler, 2013) have reported conflicting results, perhaps in part due to differences in how awareness has been measured. The present…

The aims of the present study were twofold. The study addressed the issues of simultaneous attention to form and meaning in second language (L2) written input and reactivity of think-alouds. Specifically, the study examined the comprehension of L2 learners of Spanish who either attended to lexical or grammatical forms while reading for meaning or…

Meta-analytic research suggests an edge of explicit over implicit instruction for the development of complex L2 grammatical structures, but the jury is still out as to which type of explicit instruction--"deductive" or "inductive," where rules are respectively provided or elicited--proves more effective. Avoiding this…

The present study utilizes traditional silent reading and a think-aloud procedure to investigate the role of lexical cues to meaning in the incidental acquisition of the Spanish future tense. A total of 161 beginning-level university students of Spanish participated in the study. Two versions of a reading passage that contained 13 target items…

A critical examination of grammaticality judgment tasks in second-language acquisition research focuses on the theoretical assumptions underlying such tasks and describes an investigation indicating that grammaticality judgment tasks elicit a particular kind of performance that needs to be better understood before being used as a basis for…

Recently, several studies in SLA (e.g., for discourse, Alanen, 1995; Leow, 2001b; Rott, 1999; for problem-solving tasks, Leow, 1998a, 1998b, 2000, 2001a; Rosa & Leow, in press a, in press b; Rosa & O'Neill, 1999) have addressed the operationalization and measurement of attention (and awareness) in their research methodology. Studies have employed…

Investigates the effects of awareness, or lack thereof, on 32 adult second or foreign language learners' subsequent intake and written production of targeted Spanish morphological forms. Think-aloud protocol data were used to measure awareness or lack of it, and morphological learning was assessed by the learners' performances on two postexposure…

To investigate the role of context in reading development, a comparison of reading comprehension and processes was conducted between learners of Japanese as a second language in study abroad (SA; n = 15) and intensive domestic (in the United States) immersion (IM; n = 15) contexts. A significant difference was found between contexts in pretest to…