Automaticity and attentional skill in fluent performance

By N. Segalowitz. 2000

169 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/91b76d248d9d43e868aed992c2083ff84d8421b1

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. Naoko Taguchi
3. Kazuya Saito
4. R. Lyster
5. Dan Dewey
6. C. V. Beuningen
7. A. Chang
8. Irina Elgort

Citations in the corpus

• Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, background): “This might make it more difficult for learners to transfer what is learned from the feedback to new writing situations (e.g. Segalowitz, 1997; 2000).”
• Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization (2011, background): “Another distinction is made by Segalowitz (2000), who differentiates between cognitive fluency and performance fluency.”
• PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “From another perspective, peer interaction creates an ideal context for transfer-appropriate processing (Morris, Bransford, & Franks, 1977 ; Segalowitz, 2000 ) given that interaction between nonnative speakers is becoming a more likely real-life situation that learners will encounter (Ridder,…”
• Cognition, Language Contact, and the Development of Pragmatic Comprehension in a Study‐Abroad Context (2008, background): “At the initial stage of language acquisition, learners rely on declarative knowledge; as a result, their performance requires a great deal of attention, involving controlled processes, which results in slower speed (Anderson; Segalowitz, 2000).”
• CONTEXT OF LEARNING AND SECOND LANGUAGE FLUENCY IN FRENCH: Comparing Regular Classroom, Study Abroad, and Intensive Domestic Immersion Programs (2004, background): “…ranging from studies of its psychological manifestations and reflections of underlying speech planning and thinking processes ~Bialystok, 1990; Chafe, 1980; Dewaele, 2002; Ochs, 1979; Segalowitz, 2000; Segalowitz & Segalowitz, 1993! to studies of speech production, hesitation phenomena, and…”
• Cross-linguistic influence in L3 phonological acquisition (2010, background): “Absolute fluency is reached when the procedural skills of language production require neither attention nor effort, i.e. when a balance between automaticity and controlled processing is achieved (Segalowitz, 2000).”
• Comprehending Implied Meaning in English as a Foreign Language (2005, background): “As Segalowitz et al. (1998) claimed, learn-”
• Oral corrective feedback in second language classrooms (2012, background): “…relevance is the notion of transfer-appropriate processing, according to which the kind of cognitive processing that occurs during learning tasks should ideally resemble the kind of processing involved during actual language use (e.g. Segalowitz 1997, 2000; Lightbown 2008a; Lyster & Sato in press).”
• Deliberate Learning and Vocabulary Acquisition in a Second Language (2011, methodology): “…CV can be viewed as an indicator of the relative deployment of controlled and automatic processes by the participants in making lexical decisions (Segalowitz, 2000; Segalowitz & Segalowitz, 1993), with lower CVs indicating a more automatized way of processing information and less involvement of…”
• Analyzing Late Interlanguage with Learner Corpora: Québec Replications of Three European Studies (2003, background): “The recent studies in fluency (CMLA 2001) and automaticity (Segalowitz, 2000) are related attempts to locate advanced learners within a multifaceted developmental profile.”
• CONTEXT, CONTACT, AND COGNITION IN ORAL FLUENCY ACQUISITION: Learning Spanish in At Home and Study Abroad Contexts (2004, background): “…attention control+ These cognitive variables have been discussed both in the context of L2 performance ~DeKeyser, 2001; Johnson, 1996; Schmidt, 1992; Segalowitz, 1997, 2000, 2003; Segalowitz & Hulstijn, in press; Segalowitz, O’Brien, & Poulsen, 1998; Segalowitz & Segalowitz, 1993! as well as in…”
• The Effectiveness of a Task-Based Instruction Program in Developing the English Language Speaking Skills of Secondary Stage Students. (2006, background): “The last concept, fluency concerns the learner’s capacity to use speaking competencies (linguistic, discourse and pragmatic) and their sub-skills in real time without undue pauses (Segaowitz, 2000).”
• The effect of a timed reading activity on EFL learners: Speed, comprehension, and perceptions (2010, background): “Fluency, regardless of whether in reading, speaking, listening, or a musical performance, often refers to three components: accuracy, speed, and fluidity (Segalowitz, 2000; Kuhn & Stahl, 2003).”