The Role of Attention in Monitoring Second Language Speech Production

By Judit Kormos. 2000

116 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/0240f8ecd670b75681c0ddf0ce98239cacedfaf1

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Citations in the corpus

Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, methodology): “L2 is basically executed in a similar way as the process of making repairs upon the confirmation or clarification requests of the interlocutor’, the only difference being who perceives the error (see also Indefrey & Levelt, 2004; Kormos, 2000; Morrison & Low, 1983).”
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “This was included because self-repair behavior is claimed to indicate “accuracy in process,” as it reflects self-monitoring and learners’ resulting attempts at correcting their own speech production (Gilabert, 2007, p. 221; Kormos, 2000, 2006).”
IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS' RESPONSES ON ESL QUESTION DEVELOPMENT (2005, background): “…As such, foreign language learners may allocate attentional resources and make decisions about repair differently than learners in a L2 context ~Kormos, 2000!+ As a result, replication studies involving EFL learners from a wide variety of cultural and linguistic backgrounds as well as…”
TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT (2009, background): “In terms of the multiple-resource model, resource-directing dimensions rely on the same, verbal resource pool (Robinson, 2003 ; see also Kormos, 2000 ).”
Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency? (2005, background): “…empirical studies on attention and awareness attempted different operationalizations for the construct of awareness (e.g. Doughty 1991; Fotos 1993; Alanen 1995; Jourdenais et al. 1995; Robinson 1995a, 1995b, 1996, 1997, 2002c; Leow 1997, 2000; Rosa and O’Neill 1999; Kormos 2000; Philp 2003).”
FORM–MEANING MAPPING IN VOCABULARY ACQUISITION IN A SECOND LANGUAGE (2002, background): “knowledge and when attentional resources are available (e.g., Green & Hecht, 1993; Kormos, 2000 ).”
ASSESSING SECOND-LANGUAGE ORAL PROFICIENCY FOR RESEARCH (2016, unknown): “Previous research has demonstrated that profi ciency infl uences learners’ performance on tasks, affects their activation of prior knowledge in instructional interventions, and limits or enhances their availability of attentional resources during tasks (e.g., Carrell, 1991 ; Kormos, 2000 ).”