ERIC Number: EJ1018158
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Implicit Learning in SLA and the Issue of Internal Validity: A Response to Leung and Williams's (2011) "The Implicit Learning of Mappings between Forms and Contextually Derived Meanings"
Leow, Ronald P.; Hama, Mike
Studies in Second Language Acquisition, v35 n3 p545-557 Sep 2013
There is a growing theoretical, empirical, and methodological debate in the SLA field as to whether unawareness plays a role during attention to or processing of new incoming second language (L2) data. Indeed, studies that have methodologically addressed the construct of unawareness in their research designs offer both empirical support (e.g., Leung & Williams, 2011, 2012; Williams, 2004, 2005) and no empirical support (e.g., Faretta-Stutenberg & Morgan-Short, 2011; Hama & Leow, 2010; Leow, 2000) for implicit learning. This article takes a critical look at one recent study (Leung & Williams, 2011) and questions the level of internal validity with respect to the claim that their study provided empirical evidence of implicit learning. It concludes by providing specific criteria that need to be considered in any study purporting to address the construct of awareness or lack thereof in L2 learning.
Descriptors: Second Language Learning, Attention, Language Processing, Incidental Learning, Language Research, Validity, Evidence, Criteria
Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: firstname.lastname@example.org; Web site: http://www.cambridge.org
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A