“Attention,”

“…a theoretical perspective, awareness is believed to help L2 learners process received input more effectively and efficiently at the initial (rehearsing what they have attended in short-term memory) and later (internalizing into long-term memory) stages of interlanguage development (Schmidt, 2001).”

“Perhaps young learners also need some form of awareness—at some point—of such structures in a language in order to acquire them (e.g., DeKeyser, 2003; Schmidt, 1990, 2001), or perhaps it only facilitates their acquisition process (e.g., Ellis, 2003).”

“Because noticing is thought to facilitate the acquisition of features in the target language (Schmidt, 1990, 2001), learning contexts that promote the noticing of forms and gaps between learners’ interlanguage and the target language, such as visually enhanced input, may optimally facilitate L2…”

“Previous studies have shown that L2 collocations can be learned explicitly through form-focused instruction: a kind of instruction in which L2 learners’ attention to form is considered a crucial step toward acquisition (Schmidt, 2001).”

“…interaction and negotiation of meaning in L2, which leads to noticing salient linguistic forms in the input (Doughty and Williams, 1998; Long, 1991; Schmidt, 2001) or producing more language-related episodes—that is, interactional sequences in which the learners focus on a specific linguistic…”

“In contrast, the Noticing Hypothesis (Schmidt, 1994, 2001) claims that learners are more likely to learn when they consciously attend to linguistic forms.”

“While this may contribute to ‘noticing the gap’, a potential driver of language learning (Schmidt, 2001; Ellis, 2015), it also allows him to position himself within the group and may thereby strengthen his belief in his ability to accomplish similar tasks (Mills, 2014).”

“From a psycholinguistic perspective, data-driven method helps language learners “notice” (Schmidt, 2001) the target language features, and hence raises their awareness of those features.”

“To begin to notice the new target language sound (Schmidt, 1990, 2001) and to begin to create a new perceptual association with a new or an established phonetic category, language learners need access to valuable attentional resources, which may be diverted in many other directions by the many…”

“…may be aware of linguistic form, but positions have ranged from viewing such awareness as entirely inconsequential for L2 acquisition (e.g. Krashen, 1982, 1994) to viewing awareness of form as a necessary step in L2 learning (e.g. Bialystok, 1994; DeKeyser, 1998, 2007; Schmidt, 1990, 2001).”

“Learners’ perceptions of corrective feedback in these studies have served as a tool for researchers to investigate learners’ noticing which is considered as a critical factor that mediates between input and learning (Gass and Varonis 1984; Long 1996; Schmidt 2001).”

“Salience in this sense is related to the notions of attention and noticing (Long, 2007; Lyster, 2007; Schmidt, 1990, 1994, 2001; Swain, 2005).”

“Often considered in the context of second language learning, sufficient attention to the formal features of language is needed for successful acquisition of the forms in question (see Schmidt, 2001, on the role of attention in second language acquisition).”

“Her research interests include cognitive processes and second language acquisition (SLA), explicit and implicit knowledge construction in SLA, bilingualism, task-based language teaching, computerassisted language learning, modalities, and multimodality.”

“The design of the training phase was in line with the “noticing” hypothesis in implicit/ incidental learning (Schmidt, 1990, 2001, 2010), which stipulates that “noticing” (conscious registration of attended input) but not “understanding” (a higher level of awareness that involves generalizations…”

“The finding that increased attention to target items leads to higher vocabulary gains supports the role of noticing and attention for successful language learning to take place (Schmidt, 1994; Schmidt, 2001).”

“Schmidt (2001) argued that the learning of any feature of the second language cannot occur without noticing, asserting that ‘while there is subliminal perception, there is no subliminal learning’ (p. 26).”

“These findings are consistent with our prediction and current SLA literature that underscores the key role of attention in language acquisition (Godfroid et al., 2018; Laufer & Hulstijn, 2001; Pellicer-Sánchez, 2016; Schmidt, 2001).”

“However, N. Ellis (1994) and Schmidt (2001) strongly oppose Krashen’s conception of the minimal role of consciousness and attention, and state that acquisition never occurs in a totally incidental manner but is a by-product of attention to relevant, rule-governed structures.”

“Incidental focus-on-form can provide a brief ‘ time-out ’ from focusing on meaning and assist learners in noticing linguistic items in the input that might otherwise go unnoticed in mainly meaning-focused lessons (Ellis, Basturkmen and Loewen 2001; Loewen 2005; Schmidt 2001).”

“Noticing is argued as a necessary step prior to language acquisition (Schmidt, 2001).”

“While the selective attention of the learner is fundamentally important in the connection between conversational interaction and language acquisition (Ellis, 1991; Gass & Varonis, 1994; Long, 1996; Schmidt, 2001; Schmidt & Frota, 1986), few studies have directly investigated it.”

“…some kind of intervention on the part of the teacher (or the materials writer) is probably necessary because (adult) learners are unlikely to take notice of the sound patterns spontaneously, with ‘noticing’ being widely assumed to be a crucial step on the path to retention (e.g. Schmidt, 2001).”

“Schmidt (1990, 1995, 2001), in his noticing hypothesis, distinguishes awareness at the level of noticing from awareness at the level of understanding.”

“…pattern of development is in line with a heavily debated claim in SLA research that structures have to be noticed before they can be learned (e.g., Schmidt, 2001; see Andringa & Rebuschat, 2015, for a discussion) and reminiscent of Bialystok’s (1994) analysis and control framework, in which she…”

“As it was discussed in the background section, there is consensus among cognitive psychologists and SLA researchers that WMC and attention are closely linked (Chun et al., 2011; Sawyer & Ranta, 2001; Schmidt, 2001).”

“This hypothesis is consonant with foundational theories in SLA that stress that attention is central to successful L2 acquisition (e.g., Gass et al., 2017; Schmidt, 2001).”

“Thus, it is likely to raise the highest level of learner attention, detection (Schmidt, 1990, 2001).”

“Noticing, following Schmidt (2001), is a prerequisite for learning.”

“This method and its anticipated outcome recall the noticing hypothesis proposed by Schmidt (1990, 2001).”

“In the last two decades researchers have proposed for a reconsideration of the significance of the role of grammar (Long, 1996; Schmidt, 2001), and the significance of grammar instruction was generally re-established (VanPatten, 1996; DeKeyser, 1998; Long, 2015).”

“Schmidt (1990, 2001), one of the main proponents of this hypothesis, maintains that it precedes understanding and is a condition which is necessary for converting input into intake.”

“One particular process that has assumed special importance is ‘noticing’ (Schmidt, 2001).”

“For example, in their diary study of Richard Schmidt’s (R’s) experiences of learning Portuguese in Brazil, Schmidt and Frota ( 1986 ) write, “R subjectively felt as he was going through the learning process that conscious We gratefully acknowledge funding from the Arts and Humanities Research Council of Great Britain…”

“Additionally, it might be an interesting focus for further research to investigate whether the concept of noticing (Schmidt, 1990, 2001) can be expanded to HOCs, as previous research focusing on the use of models to foster attention on LOCs has provided evidence of noticing (Hanaoka, 2007; Martínez…”

“According to the noticing hypothesis (Schmidt, 2001), language input does not become intake unless it is consciously registered.”

“(Schmidt 2001, p. 29) The issue of whether conscious, focal attention is necessary for L2 acquisition is therefore of particular significance to the body of research concerned with corrective feedback.”

“…have observed that not all input is utilized by learners for further processing and have indicated that attending to input is necessary for L2 learning to take place, or at least for complete mastery of it (Leow 1997, 1999, 2001; Robinson 1995; Schmidt 1990, 1994, 2001; Tomlin and Villa 1994).”

“In this type of planning as Schmidt (2001) calls it, there is „preparatory attention‟ which helps in performing actions with greater accuracy and speed.”

“…on what Long (2000) describes as a focus on form approach, underpinned by the belief that it is important for learners first to have ‘noticed’ a particular form or structure in the language input they are interacting with before their attention is drawn to that form (Schmidt 1990, 1993, 2001).”

“Schmidt (2001) considers them as a conscious process used by learners to control their language learning.”

“It has also been supported by researchers advocating for the role of awareness at the level of “understanding” for the subsequent processing of input and the development of L2 knowledge (e.g., Leow, 2000; Robinson, 1995; Rosa & O’Neill, 1999; Schmidt, 2001).”

“This is what Schmidt (2001) labels as noticing.”

“This was done following Rohena-Madrazo’s (2011) recommendation because frequency may be related to noticing, which sets the stage for language acquisition to occur (Schmidt, 1990, 2001).”

“Some propose that knowledge about the L2 facilitates knowledge of the L2 by helping learners “notice” form–meaning relationships that would otherwise go unprocessed (e.g., Schmidt, 2001; Talmy, 2008; VanPatten, 1996).”

“Although TBLT is not as concerned with the level of attention or awareness needed (see Leow, 1998, 2001; Schmidt, 2001; Tomlin & Villa, 1994), the belief is that learning is predicated on learners’ attending, at some level, to the target structure(s) while they are already engaged in meaningful…”

“Schmidt ( 2001 ), in a discussion of the concept of attention to input in SLA, mentioned the problem of word class: The only obligatory consequence of attention to input is that learners become aware of sounds, words (recognizable sequences of sounds associated with meanings), and sequences of…”

“Many experts (Ellis, 2003, 2008; Robinson, 2005, 2007a, 2007b; Schmidt, 2001; Skehan, 1996, 1998, 2003; VanPatten, 1996, 2007; Wickens, 2007) in cognitive issues referred to memory and attention as the most important factors in cognitive processes.”