MODALITY AND ATTENTION TO MEANING AND FORM IN THE INPUT

By Wynne Wong. Studies in Second Language Acquisition, 2001

154 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/3849349baf8c3da6c91ab775e75b4d72969d8996

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In Developmental and Educational Psychology

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Citations in the corpus

Morphological insensitivity in second language processing (2004, background): “Similar modality effects were also found in Murphy (1997) and Wong (2001) , which provides further evidence for the potential role of phonological difficulties in such tasks.”
Textual Enhancement of Input: Issues and Possibilities (2008, background): “The study thus provides direct evidence that processing input for form presupposes that the meaning of the input has been comprehended,9 and that the former, when occurring, is sequential to the latter (see, however, Wong 2001 ).”
Recent developments in second and foreign language listening comprehension research (2007, background): “Wong (2001) found similar comprehension differences when listeners attended to form (a definite article) compared to when they attended to meaning (a key lexical item).”
Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency? (2005, background): “It should further be noted that, as Simard and Wong (2001) argue, any model of attention and awareness in SLA should also account for the interaction with ID variables and any other variables responsible for variations in attention.”
What Gets Processed in Processing Instruction? A Commentary on Bill VanPatten’s “Processing Instruction: An Update” (2002, methodology): “…target word was a close cognate (English L1 inflation and Spanish L2 inflación in VanPatten, 1990; French L1 inflation and English L2 inflation in Wong, 2001), so that the detection task here is extremely easy, much easier than scanning for barely noticeable morphemes, at least in the oral…”
VISUAL INPUT ENHANCEMENT AND GRAMMAR LEARNING: A Meta-Analytic Review (2008, background): “…between learners’ form and meaning processing+ As proposed by a group of primary studies ~e+g+, Bransdorfer, 1991; Lee, 2007; VanPatten, 1990; Wong, 2001!, learners might have difficulty simultaneously paying attention to both form and meaning+ More studies in the future Note+ Published…”
INFORMATION GAP TASKS: Their Multiple Roles and Contributions to Interaction Research Methodology (2006, background): “These data reflect teachers’ instructional objectives for content review, reporting, and information exchange, and they comply with the interactional norms of their lessons and discussions+ As such, they reveal greater attention to the meaning of students’ contributions than to their form+ In the sc”
Replication in Second Language Research: Narrative and Systematic Reviews and Recommendations for the Field. (2018, background): “(2018), only one (Wong, 2001) turned up in our systematic”