ABSTRACT
This chapter discusses several theoretical underpinnings postulated for the construct of consciousness in the non-SLA (Second Language Acquisition) field, mostly from a cognitive science or neuroscience perspective. Irrespective of vagueness of definition, whether the role of consciousness or awareness is crucial for further processing to take place and, ultimately, for learning has been and will remain a contentious issue, in non-SLA fields. The chapter first acknowledged the vagueness of what comprises the construct of consciousness in non-SLA fields and the challenges facing us to operationalize and measure this slippery construct. Schmidt identified the notion of consciousness in three ways. The first is associated with the contents of a limited capacity memory system. The second association is with a limited capacity information selection system. The third association has to do with the concept of a limited capacity central executive. Finally chapter describes the empirical controversy in non-SLA fields as to whether awareness plays an important role in 'learning'.
