Attention in Cognitive Science and Second Language Acquisition
Bibliographic Data
| ID | 23329622 |
|---|---|
| Authors | Russell S Tomlin, Victor Villa (0009-0001-4447-721X), Víctor Manuel Vega Villa |
| Year | 1994 |
| Volume | 16 |
| Issue | 2 |
| Pages | 183-203 |
| Publication date | 1994-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Second Language Acquisition (JOURNAL) |
| Journal identifiers | ISSN: 0272-2631 • E-ISSN: 1470-1545 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0272263100012870 |
| OpenAlex | W2152372465 |
| Language | EN |
| Citations received | 134 |
| References cited | 51 |
This paper examines how the cognitive notion of attention has been employed in SLA and how it is understood in cognitive science. It summarizes recent research on attention from cognitive and neuroscience approaches. Some reformulations of problems raised in SLA research related to attention are proposed. Current research offers detailed ideas about attention and its component processes. These ideas, elaborated theoretically and empirically in cognitive neuroscience, may help untangle some important but difficult issues in SLA. Early, coarse-grained conceptions of attention, such as the limited-capacity metaphor or the automatic versus controlled processing dichotomy, are recast into an integrated human attention system with three separate yet interrelated networks: alertness, orientation, and detection. This finer grained analysis of attention is employed in a model of the role of attention in SLA.
Alertness · Cognition · Cognitive psychology · Cognitive science · Component (thermodynamics) · Linguistics · Metaphor · Rational analysis · Cognitive Neuroscience · Language, Metaphor, and Cognition · Neurobiology of Language and Bilingualism · Neuroscience · Psychology · Reading and Literacy Development
Cognitive underpinnings of focus on form
Languaging Without Languages
The role of L2 proficiency in simultaneous attention to form and meaning in L2 German
Desenvolvimento fonético-fonológico bi/multilíngue e atenção – Questões teóricas abordadas no Speech Learning Model (SLM/SLM-r) e desafios futuros para a pesquisa em segunda língua (L2)
English for Specific Purposes and Problem-Based Learning
Noticing, Retrieving and Generation
Noticing, automonitoramento e (des)fossilização
Raising language awareness in peer interaction
Attending to second language lexical stress
Attention and Literary Education
A Cognitive Approach to the Acquisition of Passives in Korean
Predicting L2 learners’ noticing of L2 errors
Exploring the Veridicality and Reactivity of Subjective Measures of Awareness
Oral corrective feedback in second language classrooms
Language awareness and language learning
Quantität des Inputs – eine ausschlaggebende Voraussetzung im Spracherwerb
Does Output Promote Noticing and Second Language Acquisition
Stigmatized and Standardized Varieties in the Classroom
The Effects of Task Repetition on Linguistic Output
Reexamining the Role of Recasts in Native-Speaker/Nonnative-Speaker Interactions
Effectiveness of L2 Instruction
The Effect of Input-based Instruction Type on the Acquisition of Spanish Accusative Clitics
L2 Glossing
The Role of Oral Practices in the Accomplishment of Our Everyday Lives
Pragmalinguistic Awareness
Attention, Noticing, and Awareness in Second Language Acquisition
Attention, Noticing, and Awareness in Second Language Acquisition
Schmidt, Richard
Implicit learning in SLA
The Think-Aloud Controversy in Second Language Research
Second Language Acquisition
Foreign Accent
Task-Based Language Teaching
Input, Interaction, and Second Language Development
Constraints on “Noticing the Gap”
Explicitness, Intake, and the Issue of Awareness
Automaticity and Second Languages
An Eye for Words
Focus on form
Input, Interaction, and Second Language Production
Attention and Memory during SLA
Learning Without Awareness
Learning Simple and Complex Second Language Rules Under Implicit, Incidental, Rule-Search, and Instructed Conditions
Interactional Feedback and Instructional Counterbalance
Learner-Generated Noticing Behavior By Novice Learners
Feedback, Noticing and Instructed Second Language Learning
Legislation by Hypothesis
The role of perceptual salience in L2 morphology acquisition
Attention to Form and Meaning Revisited
L2 learning outcomes of a research-based digital app for Japanese children
The effects of glossing on incidental vocabulary learning during second language reading
The Effects of Textually Enhanced Captions on Written Elicited Imitation in L2 Grammar
The effects of distributed versus massed corrective feedback on the acquisition of Spanish differential object marking
Cognitive and Socioaffective Predictors of L2 Microdevelopment in Late Adulthood
Reverse subtitles in foreign language learning
How explicit instruction improves phonological awareness and perception of L2 sound contrasts in younger and older adults
The multiple realities of multilingualism. Personal narratives and researchers' perspectives
Linguistic and metalinguistic categories in second language learning
Learners and their meta‐pedagogical awareness
Motivation within the information processing model of foreign language learning
Processing of computer-mediated feedback
The effects of learner profiles on pragmalinguistic awareness and learning
Synchronous online exchanges
The effect of instruction and feedback in the development of pragmatic competence
The effectiveness of explicit attention to form in language learning
The effects of output task types on noticing and learning of the English past counterfactual conditional
Elicited metalinguistic reflection and second language learning
Contextual learning of L2 lexical and grammatical collocations with and without typographic enhancement
Two dimensions of teacher knowledge
Bilingual education and L3 learning
Attentional abilities of children enrolled in immersion education in French-speaking Belgium
Language awareness in a content-based language programme
Et si la capacité de réflexion métalinguistique avait un sexe
Explicit contrastive instruction facilitates the acquisition of difficult L2 forms
‘It's vocabulary’/‘it's gender’
Attention, awareness, and accents in L2 French
L2 learning of complex form-meaning mapping
Unveiling learners’ attention during language processing
Verbal Reports, Noticing, and SLA Research
Awareness and perception of artificial intelligence operationalized integration in news media industry and society
Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition
Putting ‘input’ in its proper place
Vigilance, expectancy, and noise
Individual differences in second language speech learning in classroom settings
Connectionism, HPSG signs and SLA representations
Concurrent data elicitation procedures, processes, and the early stages of L2 learning
The complex relationship between conscious/unconscious learning and conscious/unconscious knowledge
Effects of second language learning conditions along the implicit/explicit continuum
Bound to be noticed? Opposing effects of boundedness on attention to morphemes in L2 reading
Methodological considerations in studying awareness during learning. Part 2
Complex interactions in the multilingual mind
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
A short history of SLA
The roles of attention and (un)awareness in SLA
The role of pointing gestures and eye gaze in second language vocabulary learning
In memoriam, Russell Schenck Tomlin (1951–2022)
Attention and accessibility
From Input to Intake
A Reader Responds to Guilloteaux and Dörnyei's “Motivating Language Learners
Crosslinguistic Influence in Second Language Acquisition
Consciousness, Learning and Interlanguage Pragmatics
Conscious and unconscious perception
The Cognitive Unconscious
Attending to Form and Content in the Input
Focus-on-Form and Corrective Feedback in Communicative Language Teaching
The information available in brief visual presentations.
The Attention System of the Human Brain
Psychological Mechanisms Underlying Second Language Fluency
Second Language Instruction Does Make a Difference
Temporal Variables in Speech
Comprehension versus Acquisition
Another Look at Yes/No Questions
Consciousness-raising and Universal Grammar
Consciousness-Raising and the Second Language Learner1
Functional Grammar in French Immersion
Interlanguage is not a state of mind
Peter Strevens 1992-1989
Restructuring
The Role of Consciousness in Second Language Learning1
Input Enhancement and L2 Question Formation
Does Second Language Instruction Make a Difference? A Review of Research
Native language and foreign language acquisition
Variability in Second Language Acquisition
The Competence of Processing
Attentional control in children's metalinguistic performance and measures of field independence
Levels of bilingualism and levels of linguistic awareness
Awareness and Second Language Acquisition
Implicit and Explicit Learning of Languages
The Monitor Model
On Routines and Patterns in Language Acquisition and Performance1
Second Language Learning
A Theoretical Model of Second Language Learning1
Restructuring or Automaticity? Reading in a Second Language
Can Learners Attend to Form and Content While Processing Input
| Unique citing works | 134 |
|---|---|
| Citations per year | 4,06 |
| Citation span | 1993 - 2026 (34) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 111 |