Attention and Awareness in Second Language Learning

This chapter examines the role of attention and awareness in second language (L2) learning, with a particular focus on instructed learning contexts. The chapter begins by providing definitions of some of the key terms and concepts related to this topic, such as noticing, implicit vs. explicit instruction/learning/knowledge, and incidental vs. intentional learning. This is followed by a discussion of the degree to which attention, awareness, and explicit instruction can facilitate L2 learning. The chapter also briefly highlights what recent research has revealed with respect to these topics, with a particular emphasis on the value of explicit instruction at the initial stages of L2 learning. This chapter then offers a practical discussion of how awareness and attentional processes might be harnessed and promoted as part of the teaching process. As part of this discussion, a number of examples of activities and coursebook materials that are pre-designed to raise students’ awareness and/or draw their attention to target linguistic items (such as particular vocabulary items of interest) are provided. The chapter further provides suggestions as to how existing materials might be modified to further influence students’ attentional processes. It concludes with suggestions for action research that teachers might undertake to investigate the role of attention in their own classroom(s).