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INCIDENTAL LEARNING Leow and Zamora (2017) - Coggle Diagram
INCIDENTAL LEARNING
Leow and Zamora (2017)
Role of Awareness
Implicit Learning = without awareness of
linguistic rules or structures.
Explicit Learning = conscious processing of language data, often linked to intentional learning.
Awareness is a critical factor distinguishing intentional and incidental learning processes.
INTENTIONAL
Example
: Memorising vocabulary lists or studying grammar rules.
Characterised by conscious effort and explicit focus on language forms.
Empircal Findings
Comparative Studies
Studies generally show that intentional learning outperforms incidental learning in controlled conditions.
However, incidental learning contributes significantly to naturalistic language acquisition, particularly for vocabulary and grammar.
Research Challenges
Weak internal validity: variability in findings due to differences in tasks, target languages, and participant profiles.
Methodological inconsistencies, such as difficulty measuring awareness and depth of processing.
Learning Outcomes
Incidental learning can result in implicit knowledge, which is harder to measure but essential for fluency
Intentional learning often leads to better immediate recall and explicit knowledge.
Pedagogical Implications
Task Design
Example
: Highlighting target forms in reading passages to facilitate noticing and retention.
Tasks should encourage deep processing and meaningful engagement with language input.
Tailored Approaches
Instruction should account for individual differences in learner aptitude, motivation, and preferences.
Balanced Instruction
Effective SLA should integrate intentional
and incidental learning approaches.
Example
: Combine explicit grammar instruction with immersive activities like storytelling or task-based learning.
Orienting Tasks
Example
: Assigning a task to identify emotions in a story while learners incidentally acquire new vocabulary.
Used to guide attention in incidental learning.
Types
Explicit instruction to learn stimuli with certain exposure to certain stimuli which were not explicitly in the instruction
Performing based on stimuli, not explicit instruction
Depth of Processing
Shallow processing leads to weaker retention,
while deep processing involves cognitive effort,
hypothesis testing, and meaningful elaboration.
Learning is influenced by how deeply learners process linguistic input.
INCIDENTAL
Example
: Picking up new words while reading a book in a foreign language
Happens without deliberate effort, often through exposure to language in meaningful contexts
Relevance to SLA
Understanding the interplay between intentional and incidental learning informs theories of L2 acquisition and helps refine instructional strategies. Both approaches play complementary roles in developing explicit and implicit knowledge, highlighting the need for balanced and flexible pedagogy.
Three Learning Levels
Conditions = the external environment or contextual factors in which language learning occurs
Processes = the internal cognitive mechanisms learners engage in while processing linguistic input
Outcome (e.g. measured by a vocabulary knowledge scale)
Krashen Monitor Model =
L2 acquisition is an intuitive process
Acquisition process is subconcious (without awareness)
Acquisition without cognitive effort
Acquisition in a natural environment