Ronald P Leow
Biographic Data
| ID | 185264 |
|---|---|
| NAME | Ronald P Leow |
| GIVEN NAMES | Ronald P |
| FAMILY NAME | Leow |
| SIGNATURE | LEOW R P |
| AFFILIATIONS | Georgetown University |
| ORCID | 0000-0002-2990-3540 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 88 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 5 |
Bridging the Gap Between Researchers and Teachers
This study investigated the researcher–teacher interface issue by exploring second language (L2) teachers’ experiences of being involved in a large instructed second language acquisition empirical study aimed at curricular changes. The study addressed two goals. First, by involving the entire teaching staff at all levels of the multisection language teaching program in the administration of the empirical study, it examined the interface at the in…
SLA Applied
SLA Applied: Connecting theory and practice Brian Tomlinson and Hitomi Masuhara (2021) Cambridge, UK: Cambridge University Press. Pp. 420. ISBN: 9781108471824 (hbk) ISBN: 9781108458535 (pbk) ISBN: 9781108559263 (eBook)
Attention, Noticing, and Awareness in Second Language Acquisition
The current interest in the role of attention as a construct in learning arguably began in the early 1990s and has generated a large body of empirical studies that have investigated the role(s) of attention or noticing (attention plus a low level of awareness), or both in L2 development. Indeed, the early postulations of Schmidt and Robinson in SLA and Tomlin and Villa from cognitive science regarding the roles of attention and awareness propelle…
Exploring the Veridicality and Reactivity of Subjective Measures of Awareness
Subjective measures (SMs) of awareness assume (a) participants can accurately report the implicit/explicit status of their knowledge and (b) the act of reporting does not change that knowledge. However, SMs suffer from nonveridicality (e.g., overreporting of “guess” responses) and reactivity (e.g., prompting rule search). Attempting to improve the validity of “guess” responses, we conducted an exploratory mixed-methods replication of Rebuschat et…
Toward Greater Empirical Feasibility of the Theoretical Framework for Systematic and Deliberate L2 Practice
Multisite Replication in Second Language Acquisition Research
We conducted a multisite replication study with aspects of preregistration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension. Our results are consistent with findings from the specific paradigm that we replicated in t…
The role of (un)awareness in SLA
The construct ‘awareness’ is undoubtedly one of the more difficult constructs to operationalize and measure in both second language acquisition (SLA) and non-SLA fields of research. Indeed, the multi-faceted nature of awareness is clearly exemplified in concepts that include perception, detection, and noticing, and also in type of learning or learning conditions (implicit, explicit, incidental, subliminal), type of consciousness (autonoetic, noet…
Implicit learning in SLA
To date no solid consensus on the role of implicit learning in the L2 learning process from a psycholinguistic perspective has emerged in the SLA field. This chapter seeks to situate this type of learning from a process versus product perspective within an SLA theoretical framework, disambiguate the different perspectives of unawareness and learning based on their operationalizations and measurements, address several methodological issues derived…
Explicit Learning in the L2 Classroom
Introduction or strolling down memory lane: raising your awareness -- A theoretical framework for the L2 learning process in SLA -- Attention -- Awareness -- Foundations -- Research methodology -- Deconstructing the construct of learning -- Location, location, location: probing inside the box -- Empirical studies investigating the role of attention/noticing in L2 development -- Learning explicitly or implicitly: that is the question -- Depth of p…
The roles of attention and (un)awareness in SLA
There is no doubt that attention and (un)awareness in second/foreign language (L2 learning) are two constructs that have permeated, explicitly or implicitly, second language acquisition (SLA) studies since their inception. Indeed, we have witnessed several empirical studies attempting to probe more deeply into the roles of these two constructs in the L2 learning process. Given the challenging methodological issue of eliciting and interpreting dat…
Concurrent data elicitation procedures, processes, and the early stages of L2 learning
Given the current methodological interest in eliciting direct data on the cognitive processes L2 learners employ as they interact with L2 data during the early stages of the learning process, this article takes a critical and comparative look at three concurrent data elicitation procedures currently employed in the SLA literature: Think aloud (TA) protocols, eye-tracking (ET), and reaction time (RT). The section on each data elicitation procedure…
Attention, Noticing, and Awareness in Second Language Acquisition
The role attention plays in the learning process has almost always been assumed since the earliest studies in the field of second language acquisition (SLA). Any exposure, be it aural or written, manipulated or authentic, to the foreign or second language (L2) is arguably premised on the role of attention on the part of the learner. The SLA field up to the mid‐1990s had generally assumed that experimental conditions (instruction or exposure, be i…
Attention to Form and Meaning Revisited
The present study revisited the issue of simultaneous attention to form and meaning from a methodological perspective that addressed several potential methodological issues of previous research in this strand of inquiry. Seventy-two second-semester-level participants were randomly assigned to one of five experimental groups, including a control, and requested to read a Spanish text and also circle one of four targeted forms (10 occurrences each) …
Spanish Second Language Acquisition
PrefaceIntroductionBarbara A. Lafford and Rafael Salaberry Part I: Linguistic Topics: Products 1. PhonologyStaking Out the Territory at the Turn of the Century: Integrating Phonological Theory, Research, and the Effect of Formal Instruction on Pronunciation in the Acquisition of Spanish as a Second LanguageA. Raymond Elliott 2. Tense/AspectThe Development of Tense/Aspect Morphology in Spanish as a Second LanguageSilvina Montrul and Rafael Salaber…
Spanish Applied Linguistics at the Turn of the Millennium
Spanish Applied Linguistics at the Turn of the Millennium. By Ed. Ronald P. Leow and Cristina Sanz. Somerville: Cascadilla, 2000. 234 pages.Spanish Applied Linguistics at the Turn of the Millennium is a collection of papers culled from the 1999 Conference on L1 and L2 Acquisition of Spanish and Portuguese. The volume is divided into five sections: morpho-syntax, reading, bilingualism, phonology, and writing. While the choice of these section head…
Attention, Awareness, and Foreign Language Behavior
This study qualitatively and quantitatively addressed the role of awareness in relation to Schmidt's noticing hypothesis in second language acquisition (1990, 1993, 1994, 1995). It analyzed both the think-aloud protocols produced by 28 beginning adult L2 learners of Spanish (selected carefully from a pool of 85 people on the basis of relevant criteria) completing a problem-solving task and their immediate performances on 2 post-exposure assessmen…
Do Learners Notice Enhanced Forms while Interacting with the L2
Ronald P. Leow, Do Learners Notice Enhanced Forms while Interacting with the L2?: An Online and Offline Study of the Role of Written Input Enhancement in L2 Reading, Hispania, Vol. 84, No. 3 (Sep., 2001), pp. 496-509
Simplification and Second Language Acquisition
The role and effects of simplification in second foreign language (L2) acquisition have been a contentious issue dating back to the early 1930s (e.g., Redman, 1932). The importance of modifications made to L2 input has been underscored in second language acquisition (SLA) for its effects on facilitating L2 learners’ comprehension (e.g., Hatch, 1983; Kelch, 1985). In addition, it has been argued that, because simplified or modified input facilitat…
Ideas
Integrating debate on controversial topics into the syllabus enriches students' interaction with the Spanish language and stimulates intermediate students to express themselves in Spanish. Here are some practical suggestions for setting up debates and criteria for evaluation of these learner-centered activities that promote a variety of skills and have ecological validity as well
Attention, Awareness, and Foreign Language Behavior
This study qualitatively and quantitatively addressed the role of awareness in relation to Schmidt's noticing hypothesis in second language acquisition (1990, 1993, 1994, 1995). It analyzed both the think-aloud protocols produced by 28 beginning adult L2 learners of Spanish (selected carefully from a pool of 85 people on the basis of relevant criteria) completing a problem-solving task and their immediate performances on 2 post-exposure assessmen…
Multisite Replication in Second Language Acquisition Research
We conducted a multisite replication study with aspects of preregistration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension. Our results are consistent with findings from the specific paradigm that we replicated in t…
Concurrent data elicitation procedures, processes, and the early stages of L2 learning
Given the current methodological interest in eliciting direct data on the cognitive processes L2 learners employ as they interact with L2 data during the early stages of the learning process, this article takes a critical and comparative look at three concurrent data elicitation procedures currently employed in the SLA literature: Think aloud (TA) protocols, eye-tracking (ET), and reaction time (RT). The section on each data elicitation procedure…
Do Learners Notice Enhanced Forms while Interacting with the L2
Ronald P. Leow, Do Learners Notice Enhanced Forms while Interacting with the L2?: An Online and Offline Study of the Role of Written Input Enhancement in L2 Reading, Hispania, Vol. 84, No. 3 (Sep., 2001), pp. 496-509
Attention to Form and Meaning Revisited
The present study revisited the issue of simultaneous attention to form and meaning from a methodological perspective that addressed several potential methodological issues of previous research in this strand of inquiry. Seventy-two second-semester-level participants were randomly assigned to one of five experimental groups, including a control, and requested to read a Spanish text and also circle one of four targeted forms (10 occurrences each) …
The role of (un)awareness in SLA
The construct ‘awareness’ is undoubtedly one of the more difficult constructs to operationalize and measure in both second language acquisition (SLA) and non-SLA fields of research. Indeed, the multi-faceted nature of awareness is clearly exemplified in concepts that include perception, detection, and noticing, and also in type of learning or learning conditions (implicit, explicit, incidental, subliminal), type of consciousness (autonoetic, noet…
The roles of attention and (un)awareness in SLA
There is no doubt that attention and (un)awareness in second/foreign language (L2 learning) are two constructs that have permeated, explicitly or implicitly, second language acquisition (SLA) studies since their inception. Indeed, we have witnessed several empirical studies attempting to probe more deeply into the roles of these two constructs in the L2 learning process. Given the challenging methodological issue of eliciting and interpreting dat…
Spanish Applied Linguistics at the Turn of the Millennium
Spanish Applied Linguistics at the Turn of the Millennium. By Ed. Ronald P. Leow and Cristina Sanz. Somerville: Cascadilla, 2000. 234 pages.Spanish Applied Linguistics at the Turn of the Millennium is a collection of papers culled from the 1999 Conference on L1 and L2 Acquisition of Spanish and Portuguese. The volume is divided into five sections: morpho-syntax, reading, bilingualism, phonology, and writing. While the choice of these section head…
Ideas
Integrating debate on controversial topics into the syllabus enriches students' interaction with the Spanish language and stimulates intermediate students to express themselves in Spanish. Here are some practical suggestions for setting up debates and criteria for evaluation of these learner-centered activities that promote a variety of skills and have ecological validity as well
Simplification and Second Language Acquisition
The role and effects of simplification in second foreign language (L2) acquisition have been a contentious issue dating back to the early 1930s (e.g., Redman, 1932). The importance of modifications made to L2 input has been underscored in second language acquisition (SLA) for its effects on facilitating L2 learners’ comprehension (e.g., Hatch, 1983; Kelch, 1985). In addition, it has been argued that, because simplified or modified input facilitat…
Attention, Awareness, and Foreign Language Behavior
This study qualitatively and quantitatively addressed the role of awareness in relation to Schmidt's noticing hypothesis in second language acquisition (1990, 1993, 1994, 1995). It analyzed both the think-aloud protocols produced by 28 beginning adult L2 learners of Spanish (selected carefully from a pool of 85 people on the basis of relevant criteria) completing a problem-solving task and their immediate performances on 2 post-exposure assessmen…
Do Learners Notice Enhanced Forms while Interacting with the L2
Ronald P. Leow, Do Learners Notice Enhanced Forms while Interacting with the L2?: An Online and Offline Study of the Role of Written Input Enhancement in L2 Reading, Hispania, Vol. 84, No. 3 (Sep., 2001), pp. 496-509
Spanish Applied Linguistics at the Turn of the Millennium
Spanish Applied Linguistics at the Turn of the Millennium. By Ed. Ronald P. Leow and Cristina Sanz. Somerville: Cascadilla, 2000. 234 pages.Spanish Applied Linguistics at the Turn of the Millennium is a collection of papers culled from the 1999 Conference on L1 and L2 Acquisition of Spanish and Portuguese. The volume is divided into five sections: morpho-syntax, reading, bilingualism, phonology, and writing. While the choice of these section head…
Spanish Second Language Acquisition
PrefaceIntroductionBarbara A. Lafford and Rafael Salaberry Part I: Linguistic Topics: Products 1. PhonologyStaking Out the Territory at the Turn of the Century: Integrating Phonological Theory, Research, and the Effect of Formal Instruction on Pronunciation in the Acquisition of Spanish as a Second LanguageA. Raymond Elliott 2. Tense/AspectThe Development of Tense/Aspect Morphology in Spanish as a Second LanguageSilvina Montrul and Rafael Salaber…
Attention to Form and Meaning Revisited
The present study revisited the issue of simultaneous attention to form and meaning from a methodological perspective that addressed several potential methodological issues of previous research in this strand of inquiry. Seventy-two second-semester-level participants were randomly assigned to one of five experimental groups, including a control, and requested to read a Spanish text and also circle one of four targeted forms (10 occurrences each) …
Attention, Noticing, and Awareness in Second Language Acquisition
The role attention plays in the learning process has almost always been assumed since the earliest studies in the field of second language acquisition (SLA). Any exposure, be it aural or written, manipulated or authentic, to the foreign or second language (L2) is arguably premised on the role of attention on the part of the learner. The SLA field up to the mid‐1990s had generally assumed that experimental conditions (instruction or exposure, be i…
Concurrent data elicitation procedures, processes, and the early stages of L2 learning
Given the current methodological interest in eliciting direct data on the cognitive processes L2 learners employ as they interact with L2 data during the early stages of the learning process, this article takes a critical and comparative look at three concurrent data elicitation procedures currently employed in the SLA literature: Think aloud (TA) protocols, eye-tracking (ET), and reaction time (RT). The section on each data elicitation procedure…
Implicit learning in SLA
To date no solid consensus on the role of implicit learning in the L2 learning process from a psycholinguistic perspective has emerged in the SLA field. This chapter seeks to situate this type of learning from a process versus product perspective within an SLA theoretical framework, disambiguate the different perspectives of unawareness and learning based on their operationalizations and measurements, address several methodological issues derived…
Explicit Learning in the L2 Classroom
Introduction or strolling down memory lane: raising your awareness -- A theoretical framework for the L2 learning process in SLA -- Attention -- Awareness -- Foundations -- Research methodology -- Deconstructing the construct of learning -- Location, location, location: probing inside the box -- Empirical studies investigating the role of attention/noticing in L2 development -- Learning explicitly or implicitly: that is the question -- Depth of p…
The roles of attention and (un)awareness in SLA
There is no doubt that attention and (un)awareness in second/foreign language (L2 learning) are two constructs that have permeated, explicitly or implicitly, second language acquisition (SLA) studies since their inception. Indeed, we have witnessed several empirical studies attempting to probe more deeply into the roles of these two constructs in the L2 learning process. Given the challenging methodological issue of eliciting and interpreting dat…
The role of (un)awareness in SLA
The construct ‘awareness’ is undoubtedly one of the more difficult constructs to operationalize and measure in both second language acquisition (SLA) and non-SLA fields of research. Indeed, the multi-faceted nature of awareness is clearly exemplified in concepts that include perception, detection, and noticing, and also in type of learning or learning conditions (implicit, explicit, incidental, subliminal), type of consciousness (autonoetic, noet…
Multisite Replication in Second Language Acquisition Research
We conducted a multisite replication study with aspects of preregistration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension. Our results are consistent with findings from the specific paradigm that we replicated in t…
Attention, Noticing, and Awareness in Second Language Acquisition
The current interest in the role of attention as a construct in learning arguably began in the early 1990s and has generated a large body of empirical studies that have investigated the role(s) of attention or noticing (attention plus a low level of awareness), or both in L2 development. Indeed, the early postulations of Schmidt and Robinson in SLA and Tomlin and Villa from cognitive science regarding the roles of attention and awareness propelle…
Exploring the Veridicality and Reactivity of Subjective Measures of Awareness
Subjective measures (SMs) of awareness assume (a) participants can accurately report the implicit/explicit status of their knowledge and (b) the act of reporting does not change that knowledge. However, SMs suffer from nonveridicality (e.g., overreporting of “guess” responses) and reactivity (e.g., prompting rule search). Attempting to improve the validity of “guess” responses, we conducted an exploratory mixed-methods replication of Rebuschat et…
Toward Greater Empirical Feasibility of the Theoretical Framework for Systematic and Deliberate L2 Practice
Bridging the Gap Between Researchers and Teachers
This study investigated the researcher–teacher interface issue by exploring second language (L2) teachers’ experiences of being involved in a large instructed second language acquisition empirical study aimed at curricular changes. The study addressed two goals. First, by involving the entire teaching staff at all levels of the multisection language teaching program in the administration of the empirical study, it examined the interface at the in…
SLA Applied
SLA Applied: Connecting theory and practice Brian Tomlinson and Hitomi Masuhara (2021) Cambridge, UK: Cambridge University Press. Pp. 420. ISBN: 9781108471824 (hbk) ISBN: 9781108458535 (pbk) ISBN: 9781108559263 (eBook)
Computer Science (16 works) · EFL/ESL Teaching and Learning (15 works) · Psychology (14 works) · Linguistics (13 works) · Cognitive psychology (11 works) · Second Language Acquisition and Learning (11 works) · Second Language Learning and Teaching (10 works) · Mathematics education (8 works) · Cognitive science (7 works) · Philosophy (7 works)