ABSTRACT
Both educators and researchers alike are usually confounded by the differential performances of second/foreign language (L2) learners who are exposed to the same L2 information in the instructed setting. One potential explanation may lie in how L2 learners process the L2 information or how deeply L2 data are cognitively processed, usually subsumed under the notion of depth of processing (DoP). Depth of processing is defined as:
the relative amount of cognitive effort, level of analysis, and elaboration of intake, together with the usage of prior knowledge, hypothesis testing, and rule formation employed in decoding and encoding some grammatical or lexical item in the input.
Leow, 2015, p. 204 DoP has also been operationalized in the literature (Leow, 2015, pp. 227–228) based on type of linguistic item (Table 1.1 for grammatical and Table 1.2 for lexical) and assumed amount of cognitive effort expended during the stages of input, intake, and knowledge processing.