LEARNING WITHOUT AWARENESS

By John N. Williams. Studies in Second Language Acquisition, 2005

265 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/c0af9aa1426241b908c1a0d2c98872f873ea17de

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Paula M. Winke
2. R. Leow
3. R. Schmidt
4. Mika Hama

In Developmental and Educational Psychology

1. R. Schmidt
2. Mika Hama
3. Paula M. Winke
4. R. Leow
5. Sungmook Choi
6. Elvis Wagner

Citations in the corpus

• THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION (2013, background): “Researchers, thus, study the effects of enhancement to investigate (at least in part) the claim that SLA only occurs with attention (Hama & Leow, 2010 ; Leow, 2000 ; but see Leung & Williams, 2011 ; Williams, 2005 , who debate this and report that adults can learn L2 forms implicitly).”
• ATTENTION, AWARENESS, AND INDIVIDUAL DIFFERENCES IN LANGUAGE LEARNING (2012, background): “However, Williams (2005) has reported a very interesting experiment examining the learning of form-meaning connections under conditions where the relevant forms (determiners) were attended and noticed but the contingencies (whether the head noun was animate or inanimate) was not.”
• LEARNING WITHOUT AWARENESS REVISITED (2010, methodology): “Contrary to Leow ( 2000 ), who reported that unawareness does not appear to play an important role in second or foreign language (L2) development, Williams ( 2005 ) offered empirical evidence that learning without awareness seems feasible.”