Cognition and Second Language Instruction: Attention

By R. Schmidt. 2001

736 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/ace1ef31f5a19a72b6c65b0fb936fb39619ff78c

How researchers see this paper

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

In Language and Linguistics

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

In Literature and Literary Theory

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

Citations in the corpus

• 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).”
• Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning (2006, background): “Schmidt summarized it as: ‘since many features of L2 input are likely to be infrequent, non-salient, and communicatively redundant, intentionally focused attention may be a practical (though not theoretical) necessity for successful language learning’ (Schmidt 2001).”
• Processing and learning of enhanced English collocations: An eye movement study (2017, methodology): “The results are in agreement with the pervasive assumption that visually enhanced linguistic features attract more attention from learners (Lee, 2007; Schmidt, 2001).”
• TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT (2009, background): “Noticing, in turn, may trigger destabilization and subsequent restructuring of the L2 grammar (Gass, 1997 ; Schmidt, 2001 ).”
• The Dynamics of Second Language Emergence: Cycles of Language Use, Language Change, and Language Acquisition (2008, background): “…brings additional evidence to the attention of the learner by some means of focus on form (Doughty & Williams, 1998), form-focused instruction, or consciousness raising, this focusing of attention can help the learner notice aspects of linguistic form or form–function mapping (Schmidt, 2001).”
• PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “Corrective feedback effectiveness has been explained in the study of L2 acquisition through reference to the noticing hypothesis (Schmidt, 1994 , 2001 ), which claims that noticing is necessary and that “intake is what learners consciously notice” (Schmidt, 1990 , p. 149).”
• 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 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.”
• Teacher written corrective feedback: Less is more (2019, background): “First, they are more likely to attend to the teacher WCF, which is conducive to learning because learning tends to occur for things that students attend to rather than not attend to (Schmidt, 2001).”