A STUDY OF THE ROLE OF AWARENESS IN FOREIGN LANGUAGE BEHAVIOR

By R. Leow. Studies in Second Language Acquisition, 2000

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Citations in the corpus

REACTIVITY AND TYPE OF VERBAL REPORT IN SLA RESEARCH METHODOLOGY: Expanding the Scope of Investigation (2005, methodology): “…It also supports the findings of other studies conducted within an attentional framework that find a facilitative role for awareness in L2 learning ~Leow, 1997, 2000, 2001a; Rosa & Leow, 2004a; Rosa & O’Neill, 1999!+ The protocols of the high and low scorers in both groups on the…”
AN EYE FOR WORDS (2013, methodology): “Finally, the majority of studies that have attempted to gauge noticing online have utilized concurrent verbalizations, or think-aloud protocols (e.g., Alanen, 1995 ; Hama & Leow, 2010 ; Jourdenais et al., 1995 ; Leow, 1997 , 2000 ; Rosa & Leow, 2004 ; Rosa & O’Neill, 1999 ; Sachs & Polio, 2007 ).”
LEARNING WITHOUT AWARENESS REVISITED (2010, background): “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.”
Implicit and explicit knowledge in second language acquisition—CORRIGENDUM (2012, background): “This is generally done during the debriefing session, that is, these are retrospective reports (for the use of concurrent reports to assess awareness at the time of encoding, see Leow, 2000; Leow & Bowles, 2005).”
Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers (2011, background): “Fourth, the use of stimulated recall (see Gass & Mackey, 2000; de la Fuente, 2009) and think-aloud protocols (see Leow, 2000, 2007; Leow et al., 2003) to assess noticing and its relationship to subsequent second language learning would provide important insights into the acquisition of discourse…”
TO THINK ALOUD OR NOT TO THINK ALOUD: The Issue of Reactivity in SLA Research Methodology (2004, methodology): “…learners’ subsequent processing of the second or foreign language ~L2! data+ More recently, one line of theoretical and empirical investigation ~e+g+, Leow, 1997a, 1998a, 1998b, 1999, 2000, 2001a, 2001b; Rosa & Leow, in press a, in press b; Rosa & O’Neill, 1999! has begun to address the…”
NEGOTIATION AND ORAL ACQUISITION OF L2 VOCABULARY (2002, background): “Recent studies have provided empirical evidence for the role of attention in SLA (e.g., Leow, 1997, 1998, 2000; Rosa & O’Neill, 1999).”
CONSTRAINTS ON “NOTICING THE GAP” (2003, methodology): “Noticing may then be conceived as detection accompanied by lesser and greater degrees or levels of awareness (see Leow, 2000; Philp, 1998).”
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).”
Awareness, different learning conditions, and second language development (2004, background): “Recently, several studies have employed either postexposure questionnaires (e.g., Robinson, 1996) or think-aloud protocols (e.g., Leow, 1997, 1998a, 1998b, 2000, 2001; Rosa & O’Neill, 1999).”