As one early reviewer pointed out (Harley 1988), investigating instructed second language acquisition is a fascinating, but daunting, task: fascinating, because it addresses fundamental issues in language acquisition and language knowledge and how they are affected by varying contextual conditions;
daunting, because of the complex, multidimensional nature of both SLA and instruction, and the interacting effects of social, linguistic, cognitive and personality factors. The chapters in this volume illustrate not only the productivity but also the diversity of current research on instructed second language acquisition, diversity in terms of issues investigated, theoretical orientation and methodology. The heterogeneity of topics and methodology does not contradict the homogeneity of purpose though, which is to con-tribute to theory construction and to inform L2 education.
Notes
1. Except where stated otherwise, the terms ‘acquisition’ and ‘learning’ are used interchangeably in this chapter.
2. Consciousness can also be equated with intentionality, although this is not considered necessary for language learning as non-intentional or incidental learning is also possible (Schmidt 1995; Ellis 1997).
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