What is it about?
This chapter (a) provides a concise report of major theoretical underpinnings and empirical studies that address the role of type of learning (implicit and explicit) assumed to take place in instructed settings, (b) probes deeper into what comprises explicit learning in relation to depth of processing and levels of awareness, (c) reports recent studies on depth of processing, and (d) offers pedagogical suggestions based on theoretical underpinnings and empirical findings in ISLA. Crucially, these pedagogical suggestions are framed within a curricular approach to research in ISLA (Leow, in press a; Leow & Cerezo, 2016).
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Why is it important?
This chapter addresses what takes place in the real classroom setting.
Perspectives
If one is interested in ISLA, then it is important to situate learning within the language curriculum.
Professor Ronald P Leow
Georgetown University
Read the Original
This page is a summary of: Explicit learning and depth of processing in the instructed setting: Theory, research, and practice, Studies in English Education, December 2018, Global English Teachers Association,
DOI: 10.22275/see.23.4.01.
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