Abstract
The role of conscious and unconscious processes in second language learning is one of the problems under dispute in applied linguistics. Richard Schmidt argues, in his article: The Role of Consciousness in Second Language Learning (1990), that the notion of consciousness is both useful and possibly necessary in second language learning. Conscious processes are important in second language learning, but unconscious processes should not be neglected in language comprehension and production, both of which contribute to second language learning. He concludes that much more research is needed on learners’ noticing, which becomes intake when combined with input, on incidental learning, on implicit learning, and on what learners are conscious of as they learn a second language. This paper presents how Schmidt’s theory of the Noticing Hypothesis and L2 conscious processes have influenced other research and aroused many advocates and criticisms. The argument on the role of conscious and unconscious processes in SLL will last and needs more research. This theory lays a new theoretical foundation for constructing the theories of foreign language learning, and provides the theoretical support for renewing teaching ideas, improving teaching methods and learning strategies in English teaching and learning of China. However, whether and how the Noticing Hypothesis and L2 conscious processes are appropriate for English language education in China deserves more discussion and research.
Highlights
The role of conscious and unconscious processes in second language learning is one of the problems under dispute in applied linguistics. Krashen (1982, p. 10) puts forward a distinction between two independent processes: acquisition and learning
In order to discuss the contributions of conscious and unconscious processes involved in second language learning, Schmidt makes a clearer discussion on the definitions of consciousness, the theories of consciousness, and the evidence related to three questions in second language learning
Schmidt argues that incidental learning seems unlikely for adults, but paying attention to language form may be necessary for adults to acquire superfluous features of grammar
Summary
The role of conscious and unconscious processes in second language learning is one of the problems under dispute in applied linguistics. Krashen (1982, p. 10) puts forward a distinction between two independent processes: acquisition and learning. McLaughlin, Rossman and Mcleod (1983) disagree with Krashen's notion of the distinction of acquisition and learning They hold their ground to avoid the issue of consciousness in the theory of language acquisition. Schmidt first puts forward clearer definitions of consciousness, which are necessary to understand the multitudinous problems concerning second language learning. Schmidt’s theory and research have been used and quoted as important literature by many researchers (Ellis, 1994, 1997; Skehan, 1996; Lee et al, 1997; Cross, 2002; Forth and Dewaele, 2002 and many others) He is probably one of the most influential researchers who contribute to impelling further research on consciousness and unconsciousness in second language learning. The purpose of this paper is to evaluate Schmidt’s article, The Role of Consciousness in Second Language Learning and discuss how he has influenced other research and China’s foreign language teaching and research
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