Cognition and Second Language Instruction

By Roger W. Barnard. 2003

969 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5e4c546242f4b688943e558c189d30ce7066a36a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Masatoshi Sato
2. R. Lyster
3. Kazuya Saito
4. R. Ellis
5. Andrea Révész
6. S. Loewen
7. Hossein Nassaji
8. Luke Plonsky

Citations in the corpus

• Exploring Engagement in Tasks in the Language Classroom (2016, background): “Researchers of L2 acquisition have emphasized the need for L2 learners to pay attention to the connections between language form and its meanings in use (e.g., Gass, 2003; Leow, 2015; Long, 1996; Schmidt, 2001).”
• The influence of first language on the processing of wh-movement in English as a second language (2005, background): “The first is phonological short-term memory (STM), usually measured, by the ability to repeat in exact order a sequence of digits, words or nonsense syllables (e.g., Baddeley et al., 1998; for a discussion of this type of WM in second language acquisition research, see Ellis, 2001).”
• The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom (2007, background): “Today, an abundance of theoretical literature exists concerning the cognitive constructs of both inductive and deductive instructional approaches in foreign language learning and instruction (DeKeyser, 1998; Doughty Q Williams, 1998a; Robinson, 2001).”
• Corrective Feedback and Teacher Development (2009, methodology): “Doughty (2001), for example, argued that for CF to induce change in a learner’s interlanguage, it needs to take place in a “window of opportunity” and attract roving attention to form while the learner’s focal attention remains on meaning.”
• In Defense of Tasks and TBLT: Nonissues and Real Issues (2016, unknown): “Un-trained teachers with poor command of the L2 can do PPP; they cannot do TBLT.”
• Validation of a web-based test of ESL pragmalinguistics (2006, background): “…to affect interlanguage systems: transfer, overgeneralization, simplification, transfer-of-training, amount and quality of input, attention and awareness, aptitude, motivation, and other individual differences (Selinker, 1972; Kasper, 1995; Kasper and Schmidt, 1996; Schmidt, 2001; Robinson, 2002).”
• Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, background): “Theoretically, the effectiveness of form-focused instruction in general and wordfocused activities in particular can be explained in terms of ‘noticing’, (Schmidt, 2001), elaboration (Baddeley, 1997), and ‘involvement’ (Laufer & Hulstijn, 2001).”
• THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION (2013, background): “This is an important claim because paying attention to forms in the input is assumed to be a necessary precondition for learning them (Leow, 1999 ; Robinson, 1995 , 2003 ; Schmidt, 1990 , 2001 ; Sharwood Smith, 1991 ; Tomlin & Villa, 1994 ).”
• The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, methodology): “Given the far-reaching claims of the Involvement Load Hypothesis, its theoretical implications for SLA research, and its pedagogical relevance for teachers, task designers and material writers, we suggest that it is worthwhile pursuing these questions in future research.”
• Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to L2 phonology (2011, background): “Many second language acquisition (SLA) theorists argued that the first step for effective instruction is to have learners to become consciously aware of formal rules of the target language features, because the metalinguistic awareness is central to interlanguage development (Schmidt, 2001).”
• APTITUDE AND SECOND LANGUAGE ACQUISITION (2005, background): “…within them (see e.g., DeKeyser, in press; R. Ellis, 1999; Long, in press; VanPatten, 2004), and the cognitive processes they implicate (see e.g., Doughty, 2001; N. Ellis, 2001; Robinson, 1995b, 2001d; 2003a; Schmidt, 2001; Segalowitz & Freed, 2004), all have the effects they do in interaction…”
• The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production (2011, background): “The difficulty may derive from the fact that – from the perspective of information processing theory – our attentional capacity is limited and selective (Anderson, 1995; Schmidt, 2001).”
• Awareness, different learning conditions, and second language development (2004, background): “It is generally accepted in cognitive psychology, cognitive science, and in the second language acquisition (SLA) field that attention is a necessary condition for learning (e.g., Robinson, 1995a; Schmidt, 2001; Shiffrin & Schneider, 1977; Tomlin & Villa, 1994).”
• What makes pronunciation teaching work? Testing for the effect of two variables: socially constructed metalanguage and critical listening (2011, background): “Attention and noticing (Schmidt, 2001), and corrective feedback (Ellis, 2007) have also been the focus of SLA, but none of this work has led to defining and empirically operationalising type of instruction to the point that different classroom options can be evaluated for their contribution to…”
• THE BOUNDS OF ADULT LANGUAGE ACQUISITION (2010, background): “There are many situations in natural language in which cues are redundant (Schmidt, 2001 ; Terrell, 1991 ; VanPatten, 1996 ) and thus—as a consequence of blocking—might be less readily learned.”
• Meta-analysis in Second Language Research: Choices and Challenges (2010, background): “Consider, for example, the concept of “noticing” and the wide range of operationalizations and outcome measures that have been used to study its effects on L2 learning (e.g., R. Schmidt, 2001; Truscott, 1998).”
• Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “Doughty (2001), for example, argued that immediate feedback is more effective than delayed feedback.”