There Is More to Learning Words than Meets the Conscious Eye

Bibliographic Data

ID21390169
AuthorsKonrad Szczesniak (0000-0003-3669-4983, University of Silesia in Katowice, corresponding author)
Year2023
Volume71
Issue10sp
Pages139-154
Publication date2023-11-24
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueRoczniki Humanistyczne (JOURNAL)
Journal identifiersISSN: 0035-7707 • E-ISSN: 2544-5200
PublisherTowarzystwo Naukowe KUL (PUBLISHER • PL)
DOI10.18290/rh237110sp-7
OpenAlexW4388973752
LanguageEN
References cited8

This study focuses on the role of attention in learning new language items. These include elements of varying size and schematicity, ranging from single morphemes, through words, phrases, partially-filled sequences, to entirely schematic grammatical patterns. Following cognitive-linguistic usage-based models, it is assumed that language learning takes place by observing examples of use found in the input and whose elements must be memorised. Given the nature of linguistic use and the deluge of information to which the learner is exposed at any moment, learning is highly unlikely to involve only a continuous focus of consciousness. Thus, the present contribution argues against the main claims of Richard Schmidt’s Noticing Hypothesis, under which learning is only possible when consciously attending to input elements. On the contrary, the development of proficiency is based mainly on unconscious learning mechanisms. The acquisition of phraseological compounds is particularly dependent on incidental learning

Cognition · Cognitive psychology · Cognitive science · Consciousness · Focus (optics) · Language acquisition · Linguistics · Morpheme · Natural language processing · Schematic · Unconscious mind · Computer Science · Historical Linguistics and Language Studies · Language, Metaphor, and Cognition · Philosophy · Psychology · Second Language Acquisition and Learning

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