ABSTRACT
This chapter provides a synopsis of four popular strands of research, with their respective theoretical underpinnings, that are premised minimally on the role of attention/noticing and which are conducted with the intention of promoting L2 development primarily in the classroom setting. Attention/noticing has been measured by a variety of instruments in these studies that include offline questionnaires, online uptake charts, learning diaries, online verbal reports, offline verbal reports. The notion of input enhancement has permeated several distinct strands of research in pedagogical second language acquisition (SLA) literature. This strand of research is relatively popular, perhaps due to the fact that many researchers feel that enhancing the L2 input does work. It is also important to keep a clear distinction between attention and processing as noted in the terminology in the SLA field. Keep this distinction in mind as we move on to the studies on the role of awareness in L2 learning, and that thorny dual phrase of implicit learning.
