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1、TheRoleofConsciousnessinSecondLanguageLearning{RICHARDW.SCHMIDTTheUniversityofHawaiiatManoaThispapersummarizesrecentpsychologicalresearchandtheoryonthetopicofconsciousnessandlooksatthreequestionsinsecondlanguagelearningrelatedtotheroleofconsciousnessi
2、ninputprocessing:whetherconsciousawarenessatthelevelof'noticing'isnecessaryforlanguagelearning(thesubliminallearningissue);whetheritisnecessarytoconsciously'payattention'inordertolearn(theincidentallearningissue);andwhetherlearnerhypothesesbasedoninpu
3、taretheresultofconsciousinsightandunderstandingoranunconsciousprocessofabstraction(theimplicitlearningissue).Iconcludethatsubliminallanguagelearningisimpossible,andthatnoticingisthenecessaryandsufficientconditionforconvertinginputtointake.Incidentalle
4、arning,ontheotherhand,isclearlybothpossibleandeffectivewhenthedemandsofataskfocusattentiononwhatistobelearned.Evenso,payingattentionisprobablyfacilitative,andmaybenecessaryifadultlearnersaretoacquireredundantgrammaticalfeatures.Theimplicitlearningissu
5、eisthemostdifficulttoresolve.Thereisevidenceforit,aswellasforafacilitativeeffectforconsciousunderstanding,butaccountingforimplicitlearningmayentailabandonmentofthenotionofunconscious'rules'ofthetypeusuallyassumedinappliedlinguistics.1.INTRODUCTIONOneo
6、fthemorecontroversialissuesinappliedlinguisticsconcernstheroleofconsciousandunconsciousprocessesinsecondlanguagelearning.Ontheonehand,therearemanywhobelievethatconsciousunderstandingofthetargetlanguagesystemisnecessaryiflearnersaretoproducecorrectform
7、sandusethemappropriately.Inthisview,errorsaretheresultofnotknowingtherulesofthetargetlanguage,forgettingthem,ornotpayingattention.Thereislittletheoreticalsupportforthemosttraditionalformofthisview;nocurrenttheorypositstheconsciousstudyofgrammaraseithe
8、ranecessaryorsufficientconditionforlanguagelearning.However,Bialystok(1978)hasprovidedatheoreticalframeworkthatallowsaroleforconsciousknowledge,andRutherfordandSharwoodSmith(1985)havearguedthat'consciousness-raising',drawinglearnersattentionto
