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Two experiments were conducted to determine whether explicit instruction focusing on metaphorical collocations would promote the incidental noticing of similar phrases by English learners during a subsequent reading task. Noticing was operationalized using the remember-know protocol and learning was measured on a fill-in-the-blanks test. In Experiment 1 (N = 36), within-subjects comparisons showed that explicit instruction led to more incidents of noticing (p KEY WORDS: Noticing, depth-of- processing, remember-know, self-referential, episodic memory, explicit, writing, reading, incidental, task-induced involvement RESUMEN Este estudio presenta resultados de dos experimentos realizados con el objetivo de determinar si la instruccion explicita de colocaciones contribuye a que aprendices de ingles se percaten implicitamente de frases similares en una prueba de lectura posterior. El concepto de percatarse fue operacionalizado por medio del paradigma 'remember-know' mientras que el aprendizaje fue medido por medio de un ejercicio de 'fill-in-the-blanks'. En el primer experimento la comparacion de variable intra-grupo revelo que los participantes efectivamente se percataron de un mayor numero de frases (p PALABRAS CLAVE: Toma de conciencia, intensidad del procesamiento, recordar-como, autoreferencial., memoria episodica, explicito, escribir, leer, secundario, implicacion inducida por la tarea. I. INTRODUCTION A recurring debate within the field of second language acquisition (SLA) concerns the role of explicit and implicit learning. While disagreement remains regarding the relative efficacy of the two types of learning and their relationship with learner variables and particular linguistic features, the SLA field seems to be moving away from Krashen's (1981) strong view that explicit learning is of only minor importance to SLA (See DeKeyser, 2003; Norris & Ortega, 2000). Even so, the precise cognitive mechanisms and processes that underlie the effectiveness of explicit learning are still not fully understood. I.1. Review of the Literature This paper presents two experiments that shed light on short-term effects of explicit instruction related to noticing. To clarify the background and motivation for the experiments, the paper begins with a brief review of SLA literature on the role of attention and its operationalization within experimental research. I.1.1. Explicit Instruction as a Trigger for Noticing Many researchers (DeKeyser, 2003; Doughty, 2001; Long, 1991; VanPatten, 1996) have expressed reservations regarding instructional practices that do not, at least occasionally, draw learners' attention to linguistic form. These concerns stem largely from the observation that learners often fail to notice forms in the input despite repeated exposure (Harley & Swain, 1984; Pica, 1983; Schmidt, 1983). …

Effects of Explicit Instruction on Incidental Noticing of Metaphorical Word Sequences during a Subsequent Reading Task