Edited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón
[Language Learning & Language Teaching 58] 2023
► pp. 191–213
Noticing target pragmatic features in the input does not necessarily lead to learning, as evidenced by Takahashi (2013, 2015). By focusing on aware learners, this study explored the extent to which Japanese English language learners’ task motivation affects their awareness of English bi-clausal request forms in implicit intervention and their subsequent learning outcomes. Data from the awareness tasks and learning assessment measures were analysed in the framework of provision (noticing + learning) versus non-provision (noticing only) learners. The results indicated that the target forms were most likely to be learned by those who maintained their mastery goals regarding the target forms and adequate motivational intensity throughout the multiple tasks.