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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
and unconscious language learning is a more complex phenomenon and can¬
not be captured solely through the learning vs acguisition dichotomy. Addi¬
tionally, several further issues should be considered, such as noticing and the
role of awareness as well as intention, which are more suitable to better capture
the essence of the learning processes taking place in second language acquisi¬
tion through EE activities.
Krashen (1982) also claimed that explicit language teaching and metalin¬
guistic awareness have a negligible impact on the success of second language
acquisition. Most researchers in the field now agree that the opposite is true
and that explicit language teaching, as well as a higher level of metalinguistic
awareness, largely contribute to the success of second language acquisition
(Alanen 1995, Brooks—Kempe 2013, DeKeyser 1995, Hama—Leow 2010, Leow
1997, 2001, Rebuschat—Williams 2012, Rosa—Leow 2004, Rosa—O’Neill 1999).
Even though there is consensus among researchers that awareness is important,
there is still debate concerning the extent of its significance in the implicit and
explicit processes in their impact on language acquisition (Hama—Leow 2010,
Leow 2015a, 2015b, Williams 2005). Recent research in the field, therefore,
focuses on two major dimensions characterizing the learning process (Rein¬
ders—Benson 2017: 563):
1. intention, i.e., whether learning in extramural English contexts is intentional
(with learners’ attention focused on language learning) or incidental (with learners’
attention focused elsewhere and language learning as a by-product) (DeKeyser
2008);
2. consciousness, i.e., whether learning in extramural English contexts is explicit
(adding to the learner’s conscious knowledge) or implicit (adding to abilities or skills
that lie below the level of conscious awareness) (Ellis 2008).
The following sections aim to provide an overview of the concepts highlighted
by Reinders and Benson (2017). First, the role of intention in learning through
extramural English activities is discussed, followed by an overview of explicit
and implicit learning theories.
2.2.2.1 The role of intention in SLA: incidental
and intentional learning
According to DeKeyser (2008), intention to learn an L2 is a key factor in second
language acquisition. Learners may decide to learn certain grammatical rules
and vocabulary or they simply acquire them unknowingly, i.e., foreign language
acquisition may occur through intentional or incidental learning. The Inciden¬
tal Learning Hypothesis holds that learners may acquire new linguistic forms
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