The construct of awareness plays a pivotal role in several big debates in the field of second language acquisition. It lies at the heart of discussions about the (im)possibility of learning without awareness, or conversely, whether some degree of awareness is a requirement for learning to take place. In this study, I propose a research agenda to further the interface issue, which addresses how awareness, or knowledge of which you are aware, may impact on second language (L2) learning. I argue progress can be made by assessing the development of learning over time and establishing when awareness emerges, and by making a clear distinction between uninstructed and instructed learning. The present study was designed to investigate if awareness would autonomously emerge in uninstructed learning and whether this was contingent on prior implicit learning. Visual world eye tracking was used to monitor learners on the fly as they were exposed to a fully unknown miniature language with a determiner system marking for distance and animacy. Twenty-six out of 39 participants remained fully unaware of the determiner system and showed no signs of learning throughout the exposure. The remaining 13 participants, however, showed clear signs of changed eye movement behavior prior to and post awareness. Thus, in as far as learning was observed, it coincided with the emergence of awareness.

中文翻译：

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无指导二语学习中意识的出现：视觉世界眼动追踪研究

意识的构建在第二语言习得领域的几场大辩论中起着举足轻重的作用。它是关于在没有意识的情况下学习（不可能）的可能性的讨论的核心，或者相反，某种程度的意识是否是学习发生的必要条件。在这项研究中，我提出了一个研究议程来进一步解决界面问题，该议程解决了您所了解的意识或知识如何影响第二语言 (L2) 学习。我认为可以通过评估随着时间的推移学习的发展并确定意识何时出现，并明确区分无指导和有指导的学习来取得进展。本研究旨在调查意识是否会在无指导学习中自主出现，以及这是否取决于先前的内隐学习。视觉世界眼动追踪用于实时监控学习者，因为他们接触到一种完全未知的微型语言，并带有确定器系统标记距离和活力。39 名参与者中有 26 名仍然完全不知道确定器系统，并且在整个暴露过程中没有表现出学习的迹象。然而，其余 13 名参与者在意识之前和之后表现出明显的眼球运动行为改变迹象。因此，就观察到的学习而言，它恰逢意识的出现。然而，其余 13 名参与者在意识之前和之后表现出明显的眼球运动行为改变迹象。因此，就观察到的学习而言，它恰逢意识的出现。然而，其余 13 名参与者在意识之前和之后表现出明显的眼球运动行为改变迹象。因此，就观察到的学习而言，它恰逢意识的出现。