ABSTRACT
Over the past two decades, second language acquisition (SLA) studies have become increasingly focused on a cognitive approach to language learning, which views learning as a complex cognitive process where a number of related factors contribute to learning outcomes in a complex, interactive manner. Studies in SLA have always been closely associated with cognitive psychological theories in processing, learning and memory. In Krashen's theory of comprehensible input, unconscious, implicit learning explains every bit of language learning within a magic black box. Studies in cognitive psychology have shown that unattended stimuli exist in immediate short-term memory only for a few seconds and attention is needed to store learning in long-term memory. There are many studies that have designed different learning activities in different learning conditions to draw learners' attention to specific linguistic forms to investigate the correlation between awareness and learning.
