Attention, Memory, and the "Noticing" Hypothesis
Dados Bibliográficos
| ID | 4503045 |
|---|---|
| Autores | Peter Robinson (0000-0003-2833-8030, The University of Queensland, autor correspondente) |
| Ano | 1995 |
| Volume | 45 |
| Fascículo | 2 |
| Páginas | 283-331 |
| Data de publicação | 1995-06-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Language Learning (JOURNAL) |
| Identificadores do periódico | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-1770.1995.tb00441.x |
| OpenAlex | W2003322067 |
| Idioma | EN |
| Citações recebidas | 128 |
| Referências citadas | 112 |
Schmidt (1990) claimed that consciousness, in the sense of awareness of the form of input at the level of "noticing", is necessary to subsequent second language acquisition (SLA). This claim runs counter to Krashen's (1981) dualsystem hypothesis that SLA largely results from an unconscious "acquisition" system, the contribution of the conscious "learning" system to SLA being limited and peripheral. Important to a theory of SLA that allows a central role to the act of noticing is a specification of the nature of the attentional mechanisms involved, and of their relationship to current models of the organization of memory. With this in mind the present paper reviews current research into the nature of attention and memory and proposes a model of the relationship between them during SLA that, it is argued, is complementary to Schmidt's noticing hypothesis and oppositional to the dual-system hypothesis of Krashen. In light of this model, I argue that differential performance on implicit and explicit learning and memory experiments is caused by differences in the consciously regulated processing demands of training tasks and not by the activation of consciously and unconsciously accessed systems. I also argue that the attentional demands of pedagogical tasks and individual differences in memory and attentional capacity both affect the extent of noticing, thereby directly influencing SLA
Cognition · Cognitive psychology · Cognitive science · Consciousness · Dual (grammatical number) · Implicit memory · Linguistics · Second-language acquisition · Unconscious mind · EFL/ESL Teaching and Learning · Neurobiology of Language and Bilingualism · Neuroscience · Psychology · Visual and Cognitive Learning Processes
O papel da atenção ao input no desempenho na produção escrita de críticas de filmes em inglês
The Cognitive Profile of a Talented Foreign Language Learner. A Case Study
Incidental Vocabulary Acquisition in a Second Language
Interaction and instructed second language acquisition
Do Learners Notice Enhanced Forms while Interacting with the L2
The Lion and the Lamb
L2 Glossing
Pragmalinguistic Awareness
Implicit Learning in Second Language Acquisition
Attention, Noticing, and Awareness in Second Language Acquisition
Attention, Noticing, and Awareness in Second Language Acquisition
Implicit learning in SLA
The Think-Aloud Controversy in Second Language Research
Second Language Acquisition
Constraints on “Noticing the Gap”
Output, Input Enhancement, and the Noticing Hypothesis
The role of individual differences in L2 writing
Exploring the role of noticing in a three-stage second language writing task
An Eye for Words
Attention and Memory during SLA
A Study of Flow Theory in the Foreign Language Classroom
The Influence of Planning and Task Type on Second Language Performance
Learning Without Awareness
Learning Simple and Complex Second Language Rules Under Implicit, Incidental, Rule-Search, and Instructed Conditions
Learner-Generated Noticing Behavior By Novice Learners
Form-focused Instruction in Second Language Vocabulary Learning
Feedback, Noticing and Instructed Second Language Learning
How Does a Healthy Interactive Environment Sustain Foreign Language Development? An Ecocontextualized Approach
Formation des enseignants en langues de spécialité
Traitement de la compétence phonologique dans un dispositif hybride d’enseignement/apprentissage de l’anglais langue étrangère auprès d’un public Lansad
Language mixing as a pedagogical tool for language learning
The effects of task type and word processing on incidental vocabulary learning
The role of depth of processing in Isla
The Dustman
Language Ideology and Second Language Learning
Vocabulary Learning in Uninstructed Silent Reading and Story Rewriting
The Effect of Task Complexity and Task Conditions on Foreign Language Development and Performance. Three Empirical Studies
L2 Tasks and Orientation to Form
Noticing, automonitoramento e (des)fossilização
Cognitive Awareness of the EFL Learner of Contrastive Linguistics Between English and Arabic
The effects of distributed versus massed corrective feedback on the acquisition of Spanish differential object marking
Revisiter l’apprentissage informel en articulant des définitions de l'apprentissage par le prisme de la conscience
Limitations on the role of frequency in L2 acquisition
The limits to ‘fuzziness’ in the L2 learner
Learning words without trying
Do reading times predict word learning? An eye–tracking study with novel words
Attention to Form and Meaning Revisited
Learning challenging L2 sounds via computer‐assisted training
The effects of glossing on incidental vocabulary learning during second language reading
Arabic Diacritics and Their Role in Facilitating Reading Speed, Accuracy, and Comprehension by English L2 Learners of Arabic
Intricacies of the Multifaceted Triad-Complexity, Accuracy, and Fluency
Reverse subtitles in foreign language learning
Using eye tracking to investigate what bilinguals notice about linguistic landscape images
To copy verbatim, paraphrase or summarize – listeners’ methods of discourse representation while recalling academic lectures
Linguistic and metalinguistic categories in second language learning
Concurrent and retrospective verbal reports as tools to better understand the role of attention in second language tasks
Change of the state representation of words in viewing instantaneous speech texts
Revisiting the Cognition Hypothesis
Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency
Processing of computer-mediated feedback
The effects of learner profiles on pragmalinguistic awareness and learning
Effects of cognitive demands on attention orientation in L2 oral production
Text memorization and imitation
Noticing in task performance and learning outcomes
The effects of individual differences in field dependence/independence and analogical reasoning for L2 instruction
Examining the potential of digital flashcards to facilitate independent grammar learning
Critical incidents and language learning
Classroom study on noticing and recast features
The effects of output task types on noticing and learning of the English past counterfactual conditional
The effect of hands-on and hands-off data-driven learning on low-intermediate learners’ verb-preposition collocations
The effectiveness of spontaneous attention to form
Explicit phonetics instruction in L2 French
Beyond reading and proficiency assessment
Metatalk in a Pair Work Activity
Raising language awareness in peer interaction
Explicit contrastive instruction facilitates the acquisition of difficult L2 forms
Attention, awareness, and accents in L2 French
Verbal Reports, Noticing, and SLA Research
Mental networks, procedural knowledge and foreign language teaching
Sponsorship Disclosure
Does Output Promote Noticing and Second Language Acquisition
Web-Based Technology as a Resource for Form-Focused Language Learning
Contributions of Individual Differences and Contextual Variables to Reading Achievement of English Language Learners
The Role of Attention in Monitoring Second Language Speech Production
Learning Without Awareness by Academic and Nonacademic Samples
Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition
Promoting L2 acquisition of multiword units through textually enhanced audiovisual input
Individual differences in second language speech learning in classroom settings
Exploring the processing unit of L2 Chinese learners in on-line Chinese reading
Concurrent data elicitation procedures, processes, and the early stages of L2 learning
Learnability, negative evidence and the L2 acquisition of the English passive
Methodological considerations in studying awareness during learning. Part 2
Complex interactions in the multilingual mind
Brazilian Efl Learners’ Awareness About L2 Phones
An Eye-tracking Study on the Influence of Attention and Working Memory on Incidental Acquisition of Chinese Vocabulary
Does Type of Instruction Make a Difference? Substantive Findings From a Meta‐analytic Review
Oral corrective feedback in second language classrooms
The interaction of working memory capacity and engagement with recasts on different L2 outcome measures
The roles of attention and (un)awareness in SLA
Research on language learning and teaching
Perception and communication.
Human Cognitive Abilities
Learning Strategies in Second Language Acquisition
Human Memory
Consciousness, Learning and Interlanguage Pragmatics
Controlled and automatic human information processing
Some Experiments on the Recognition of Speech, with One and with Two Ears
Semantic activation without conscious identification in dichotic listening, parafoveal vision, and visual masking
Implicit learning and tacit knowledge.
L2 Working Memory Capacity and L2 Reading Skill
Attending to Form and Content in the Input
Attention in Dichotic Listening
Psychological Mechanisms Underlying Second Language Fluency
On the economy of the human-processing system.
Focus on Form
Input Enhancement in Instructed SLA
Second Language Instruction Does Make a Difference
Learning Simple and Complex Second Language Rules Under Implicit, Incidental, Rule-Search, and Instructed Conditions
Characteristics of dissociable human learning systems
Attention in Cognitive Science and Second Language Acquisition
On the control of automatic processes
Learning Second Language Grammar Rules
Toward an instance theory of automatization.
Implicit memory
Levels of processing
The input hypothesis
A Comparison Between the Information-Processing and the Analysis/Control Approaches to Language Learning1
Consciousness Raising and Noticing through Focus on Form
The Role of Consciousness in Second Language Learning1
The Natural Approach
Second language grammar
Collaborative Language Learning and Teaching
Individual Differences and Universals in Language Learning Aptitude
Implicit and Explicit Learning of Languages
Three Approaches to Task-Based Syllabus Design
Suggestology and Outlines of Suggestopedy
The Impact of Interaction on Comprehension
Second Language Pedagogy
The Structural Syllabus and Second Language Acquisition
Communicating about Grammar
Number/Person Errors in an Information-Processing Perspective
How many memory systems are there
Awareness and Second Language Acquisition
Implicit and explicit memory in young children and adults
Awareness of Text Structure
Task Complexity and Second Language Narrative Discourse
Relationships Among Second Language Proficiency, Foreign Language Aptitude, and Intelligence
Linguistic and Cognitive Correlates of Academic Skills in First and Second Languages
Second Language Learning
Classroom Interaction, Comprehension, and the Acquisition of L2 Word Meanings
Psycholinguistic Determinants of Foreign Language Vocabulary Learning
Two Ways of Defining Communication Strategies
Language-Learning Strategies in Monolingual and Multilingual Adults
Evolving conceptions of memory storage, selective attention, and their mutual constraints within the human information-processing system
Procedural vocabulary and language learning
| Obras citantes distintas | 128 |
|---|---|
| Citações por ano | 4,27 |
| Intervalo de citações | 1996 - 2026 (31) |
| Velocidade de citação | current |
| Altamente citado | Sim |
| Tipos de citação | Neutras: 121 |