Explicit Information, Input Processing, and Second Language Acquisition

This chapter aims to review research on the role of explicit information (EI) in second language (L2) instruction with a focus on how EI influences input processing and pushes learners to link form and meaning. This research initially concentrated on whether EI is necessary to bring about changes in learners processing behaviors and if it facilitates the correct processing of linguistic forms. Subsequently, research began to focus on which factors influence the role of EI in instruction, for example, investigating the role of the target form and individual differences. Current research has expanded on this work using online methods that enable researchers to explore how EI affects attentional allocation and online processing. The chapter concludes by considering recommendations for practice and future developments in the field.