ABSTRACT
This chapter reports on an empirical study that investigated the learning of a semi-artificial second language case-marking system under incidental learning conditions, the role of awareness in this process, and the relationship between how learners process data during the encoding stage (measured via a self-paced reading task) and subsequent performance during the testing phase (measured via a multiple-choice sentence completion task). The results of this study suggest that greater depth of processing during the encoding stage later manifested in higher levels of metalinguistic awareness and learning.
