“Attention,”

“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).”

“Schmidt (1994, 2001) considered that in general learning is only possible if attention to form is conscious, i.e. ‘noticing’ occurs.”

“…variables pertaining to interaction on (a) discourse moves such as modified output (Swain 1985, 1995, 2005), (b) cognitive constructs such as noticing (Schmidt 1990, 1995, 2001), and (c) most importantly, L2 development and acquisition (see Mackey 1999; Spada & Lightbown 2009; Mackey 2012).”

“…in this study, does not mark past tense with morphological change (Cai, 2007 ); past tense marking thus remains especially diffi cult for Chinese EFL learners, owing arguably to expectancy, which is one of the factors that infl uences the noticing of grammatical features (Schmidt, 2001 ).”

“The difficulty may derive from the fact that – from the perspective of information processing theory – our attentional capacity is limited and selective (Anderson, 1995; Schmidt, 2001).”

“Thus, using vocabulary as a test case, this study complements the existing empirical support from awareness studies for Schmidt’s noticing hypothesis by showing that not only more awareness but also more attention lead to more learning (Schmidt, 1994 , 1995 , 2001 ).”

“Researchers such as Robinson (1995), Schmidt (1990, 1995, 2001) and Skehan (1998), working from a cognitive theoretical perspective, claim that noticing a 0965-8416/08/02 095-20 $20.00/0 C© 2008 N. Storch LANGUAGE AWARENESS Vol. 17, No. 2, 2008 95 linguistic item in the input is a necessary, though…”

“…Long, in press; VanPatten, 2004), and the cognitive processes they implicate (see e.g., Doughty, 2001; N. Ellis, 2001; Robinson, 1995b, 2001d; 2003a; Schmidt, 2001; Segalowitz & Freed, 2004), all have the effects they do in interaction with the patterns of abilities learners bring to those…”

“…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).”

“…they can test their hypotheses about L2 forms and process the L2 syntactically (Swain, 1985 , 1995 , 2005 ), and to become aware of the gap between their interlanguage and the target language (Robinson, Mackey, Gass, & Schmidt, 2012 ; Schmidt, 1990 , 1993 , 1995 , 2001 ; Schmidt & Frota, 1986 ).”

“Theoretical arguments can also be made for implicit and explicit feedback; implicit feedback caters to implicit learning whereas explicit feedback is more likely to result in the conscious attention to form that Schmidt (2001) saw as important for acquisition and explicit learning.”

“When these L2 vocabulary learning suggestions are applied in mobile learning, SMS/MMS may be used to deliver the most common L2 words based on the Noticing rules (Schmidt, 2001) and Push Mechanisms (Thornton & Houser, 2001, 2002, 2005) to fortify the explicit L2 vocabulary learning.”

“This is understandable for as Schmidt (2001) pointed out, attention is limited, selective and partially subject to voluntary control.”

“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).”

“Section III discusses this view in the light of the Noticing Hypothesis (Schmidt, 1994a; 1994b; 2001) and rounds the article off with some final remarks.”

“Consider, for example, the concept of “noticing” and the wide range of operationalizations and outcome measures that have been used to study its effects on L2 learning (e.g., R. Schmidt, 2001; Truscott, 1998).”

“Schmidt’s noticing hypothesis (Schmidt, 2001 ) also emphasizes the importance of noticing, and specifi cally the noticing of the formal features in the target language, as well as noticing gaps between a learner’s interlanguage and the target language.”

“Noticing, in turn, may trigger destabilization and subsequent restructuring of the L2 grammar (Gass, 1997 ; Schmidt, 2001 ).”

“In cases where linguistic form lacks perceptual salience and so goes unnoticed (Schmidt, 1990, 2001) by learners, or where the L2 semantic/pragmatic concepts to be mapped onto the L2 forms are unfamiliar, additional attention is necessary in order for the relevant associations to be learned.”

“These options aim at directing learners ’ attention to novel words to facilitate the noticing of those words (Schmidt, 2001) and the making of form-meaning connections, both of which are considered initial and essential steps in the acquisition of a novel lexical item (Hulstijn, 2001; Schmitt,…”

“In other words, this study confirmed that learners’ attention to CF (Schmidt, 1990, 2001) is not an exclusively cognitive mechanism for the intake and processing of CF (Gass, 1997); rather, it is an “internally motivated” (Ellis, 2005) method of engagement that is strategically employed by…”

“The recognition of problems may then prompt the learners to attend to the relevant information in the input, which Schmidt (2001) claims to be ‘‘the first step in language building.’’”

“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).”

“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).”

“The results are in agreement with the pervasive assumption that visually enhanced linguistic features attract more attention from learners (Lee, 2007; Schmidt, 2001).”

“One of the main rationales behind error correction is that it can help learners notice the gap between their own interlanguage production and target language norms (Schmidt, 1995, 2001).”

“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.”

“Schmidt ( 2001 ) also noted that unconsciously perceived stimuli lead to automatic reactions, but consciously perceived stimuli allow participants to modify their reactions.”

“…fi eld, there has been no consensus on the role of awareness in L2 development in SLA, both at a theoretical level (e.g., Robinson, 1995 ; Schmidt, 1990 , 1993 , 1994 , 1995 , 2001 ; Tomlin & Villa, 1994 ) and at the level of empirical inquiry (e.g., Leow, 2000 ; Robinson; Rosa & Leow,…”

“…and selective, to the effect that when there are two or more potential foci for attention, one cannot commit equal attentional resources to all of them; the task performer can attend to one of these focal points but this prioritization will come at the cost of others (Schmidt, 2001; Skehan, 1998).”

“The noticing hypothesis (Schmidt, 1990, 2001, as cited in Schmidt, 2010) argues that “ input does not become intake for language learning unless it is noticed, that is, consciously registered ” .”

“…to affect interlanguage systems: transfer, overgeneralization, simplification, transfer-of-training, amount and quality of input, attention and awareness, aptitude, motivation, and other individual differences (Selinker, 1972; Kasper, 1995; Kasper and Schmidt, 1996; Schmidt, 2001; Robinson, 2002).”

“…conscious attention plays a fundamental role in language learning by causing learners to notice the gap between what they say (or what they want to say) and the input they receive from native speakers or more proficient L2 speakers (Doughty, 2003; Pica, 2005; Swain, 1995, 1998, 2005; Schmidt, 2001).”

“Much like the larger field of L2 research (e.g., Schmidt, 1990, 2001), taskbased researchers hold that learners must be encouraged to attend to form within meaning-based task interaction (Ellis, 2003; Long, 1985, 1998, 2015; Long & Norris, 2000; Robinson, 2001b, 2011; Skehan, 1998).”

“This is an important claim because paying attention to forms in the input is assumed to be a necessary precondition for learning them (Leow, 1999 ; Robinson, 1995 , 2003 ; Schmidt, 1990 , 2001 ; Sharwood Smith, 1991 ; Tomlin & Villa, 1994 ).”

“There is consensus that strategic processing has a component of awareness and occurs within the working memory realm (stipulated within the focal attention or at least within peripheral attention; Cohen, 2007; Schmidt, 2001).”

“On this basis, learners first need to notice or pay attention to the grammatical rule or form during the interactional process (Schmidt 1990, 1993, 2001).”

“There are many situations in natural language in which cues are redundant (Schmidt, 2001 ; Terrell, 1991 ; VanPatten, 1996 ) and thus—as a consequence of blocking—might be less readily learned.”