To date no solid consensus on the role of implicit learning in the L2 learning process from a psycholinguistic perspective has emerged in the SLA field. This chapter seeks to situate this type of learning from a process versus product perspective within an SLA theoretical framework, disambiguate the different perspectives of unawareness and learning based on their operationalizations and measurements, address several methodological issues derived from the research designs of studies purporting to investigate the role of awareness or lack thereof in language learning in SLA, and propose a list of criteria to be considered in studies investigating implicit learning in SLA in order to raise the level of internal validity of the study.
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