ABSTRACT
We have been on a theoretical, methodological, empirical, model building, and pedagogical journey to provide some justification for the title of this book, namely, Explicit learning in the L2 classroom: A student-centered approach . First, I shall discuss some conclusions we can make from the previous chapters, while raising some questions to ponder on what specifically SLA research may offer the L2 classroom. We will discuss the inroads technology is currently making at both the curricular and instructional level, leading to the changing dynamics of the L2 classroom, and I shall provide one feasible curricular suggestion, namely a partial hybrid curriculum, to embrace the changing format of the traditional L2 classroom, the role of technology, and SLA research.
