ABSTRACT
The study reported in this chapter investigated how L2 learners’ awareness of a target syntactic construction varies depending on the type of input they receive and if there is a relationship among the amount of attention paid, level of awareness reported, and development of knowledge of a target construction. Eye-tracking data, pre/posttest data, and offline data on awareness reveal that participants who received explicit instruction processed input with a relatively higher level of awareness, and the amount of attention paid to input and development of knowledge are related to the level of awareness reported.
