Attention in Cognitive Science and Second Language Acquisition

Tomlin, Russell S.; Villa, Victor

doi:10.1017/s0272263100012870

Cited by 518 publications

(419 citation statements)

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“…In accordance with existing research, three separable but associated attentional sub-processes are assumed, that is, alertness, orientation, and detection (Schmidt 2001;Tomlin and Villa 1994). In this conceptualization of attention, alertness refers to an individual's general readiness to deal with incoming stimuli; orientation concerns the allocation of resources based on expectations about the particular class of incoming information; during detection, attention focuses on specific details.…”

Section: Construct Definitionsmentioning

confidence: 94%

Linguistic and metalinguistic categories in second language learning

Roehr¹

2008

Cognitive Linguistics

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This paper discusses proposed characteristics of implicit linguistic and explicit metalinguistic knowledge representations as well as the properties of implicit and explicit processes believed to operate on these representations. In accordance with assumptions made in the usage-based approach to language and language acquisition, it is assumed that implicit linguistic knowledge is represented in terms of flexible and context-dependent categories which are subject to similarity-based processing. It is suggested that, by contrast, explicit metalinguistic knowledge is characterized by stable and discrete Aristotelian categories which subserve conscious, rule-based processing. The consequences of these di¤erences in category structure and processing mechanisms for the usefulness or otherwise of metalinguistic knowledge in second language learning and performance are explored. Reference is made to existing empirical and theoretical research about the role of metalinguistic knowledge in second language acquisition, and specific empirical predictions arising out of the line of argument adopted in the current paper are put forward.Keywords: categorization; explicit and implicit knowledge; metalinguistic knowledge; second language learning, usage-based model.

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Section: Construct Definitionsmentioning

confidence: 94%

Linguistic and metalinguistic categories in second language learning

Roehr¹

2008

Cognitive Linguistics

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“…According to Tomlin and Villa (1994), context facilitates second language acquisition when learners (1) discern elements of linguistic input from exposure; (2) perceive new or unusual characteristics in the event; and (3) establish a relationship between the linguistic input and the mental representation of the event. In this study, students reported that words were mostly noticed when they accompanied with the main characters' dramatic facial expressions and tones.…”

Section: Context Facilitates Learningmentioning

confidence: 99%

Learning L2 Vocabulary with American TV Drama From the Learner’s Perspective

Wang¹

2012

ELT

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Following the trend of computer assisted language learning (CALL), in Taiwan, most language classes now have equivalent media support for language teachers and learners. Implementing videos into classroom activities is one of the choices. The current study explores the process of implementing American TV drama in L2 vocabulary learning from learners' perspectives. Twenty-eight Taiwanese EFL adult learners participate in the study. Authentic video clips from three different American dramas-"How I met your mother", "The King of Queens", and "Reba" are adopted. After three sessions of class activities including clip watching, class discussion, word listing, etc., students complete a 4-likert scale questionnaire and are individually interviewed by the researcher to give their opinions. The results reveal positive comments on the facilitative role of TV drama in learning new vocabulary as previous studies suggested, but learners' comments point out some crucial factors while learning L2 vocabulary with TV drama. First of all, the interest level and the familiarity of the content is an important factor. In addition, the images, subtitles and repetition help participants to "remember" the target words. Other factors such as the authenticity of the language, the contextual meaning of the words, and the dramatic performances all contribute to the learning of the L2 vocabulary. In the end of the study, working memory system, the context, acquisition-learning hypothesis (Krashen, 1981), and noticing hypothesis (Schmidt, 1990) are further discussed.

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“…Pragmatic competence, for example, would require some awareness to be focused both on forms as such, and on their functional meanings in the social contexts in which they occur (Schmidt 1993). Tomlin & Villa (1994) disagree with Schmidt on the necessity of awareness for learning, and Al-Hejin (2004) also takes a more cautious stance, but concludes that both attention and awareness (and hence noticing) facilitate learning. This will be the assumption made in the rest of this paper.…”

Section: Consciousness/awarenessattention and Noticingmentioning

confidence: 99%