Depth of processing in L2 learning: theory, research, and pedagogy

Abstract

Both educators and researchers alike are usually confounded by the differential performances of L2 learners who are exposed to the same L2 information in the classroom setting. Current second language acquisition (SLA) research employing concurrent data elicitation procedures (e.g., think-aloud protocols to gather online data on learners’ cognitive processes employed during their interaction with the L2 data) are revealing that one potential explanation may lie in how deeply L2 learners process the L2 information, usually referred to as depth of processing. Depth of processing is defined as the relative amount of cognitive effort, level of analysis, elaboration of intake together with the usage of prior knowledge, hypothesis testing and rule formation employed in encoding and decoding some grammatical or lexical item in the input (Leow 2015 Leow, R. P. 2015. Explicit Learning in the L2 Classroom: A Student-Centered Approach. London and New York: Routledge.[Crossref] , [Google Scholar]). This article presents a succinct report of the role of depth of processing from a theoretical perspective in the Instructed SLA field, reports the findings of research that has provided empirical support for its role in L2 development, and, based on these empirical findings, offers some pedagogical suggestions for promoting learners’ deeper processing of the L2 data in the L2 classroom.

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