ABSTRACT
Now that we have arrived at the pedagogical section of the book, what can we teachers take away from all the theoretical underpinnings and empirical research on so many different aspects of the L2 learning process? We can all agree that the role of input, the L2 data (form-based and/or meaning-based) that learners receive either in the formal classroom setting, in a naturalistic setting, and/or online is undoubtedly crucial in the process of second/foreign language (L2) learning. But we also noted in the section on empirical research (Chapters 9, 10, and 11) that how L2 input is presented to L2 learners can have an important impact on the processes learners employ to interact with the input (input processing) if viewed from a psycholinguistic perspective. If we consider the classroom setting as a place to promote our students’ communicative abilities, then we know that the limited amount of exposure to and interaction with the L2 is relatively inadequate to promote deep learning. If we seriously consider the important role played by cognitive processes in the L2 learning process and the impoverished classroom setting, then promoting explicit learning on an individual basis as a stepping-stone to practice communicating in the L2 is not rocket science.
