The DOI matches its Crossref record.
“Attention,”
Abstract
Introduction The essential claim of this chapter is that the concept of attention is necessary in order to understand virtually every aspect of second language acquisition (SLA), including the development of interlanguages (ILs) over time, variation within IL at particular points in time, the development of L2 influency, the role of individual differences such as motivation, aptitude and learning strategies in L2 learning, and the ways in which interaction, negotiation for meaning, and all forms of instruction contribute to language learning. The theoretical issues dealt with in this chapter are organized around the basic assumptions, definitions, and metaphors concerning attention in psychology and include the idea of attention as a limited capacity, the notion of selective attention, and the role of attention in action control, access to awareness, and learning. It turns out that, like most psychological concepts initially based on common experience, attention is not a unitary phenomenon, but refers to a variety of mechanisms. These include alertness, orientation, preconscious registration (detection without awareness), selection (detection with awareness within selective attention), facilitation, and inhibition. This does not diminish the centrality of attention, in its several manifestations, for learning. Although recent evidence, discussed towards the end of this chapter, indicates the possibility of some unattended learning, this appears limited in scope and relevance for SLA. There is no doubt that attended learning is far superior, and for all practical purposes, attention is necessary for all aspects of L2 learning.
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“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.”
From Position paper: Moving task-based language teaching forward (2017) · cites this paper as Schmidt (2001)
In the citing paper
“Therefore, in line with Schmidt's (2001) awareness hypothesis, motivation facilitates deeper processing of vocabulary learning at the cognitive level.”
From Incidental vocabulary learning from digital games: the predictive role of game playing time, foreign language motivation, and anxiety (2026) · cites this paper as Schmidt, 2001
In the citing paper
“Indeed, Schmidt's noticing hypothesis (1990,1995,2001) has played an integral role in the interaction approach, with the claim that L2 learning does not occur without awareness.”
From Interaction and instructed second language acquisition (2018) · cites this paper as Schmidt 2001
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“Attention is equated with detection (Tomlin & Villa, 1994), ‘noticing’ input, and the ability to talk about features (Schmidt, 1994, 2001), and the term attention has been used synonymously with awareness (Schmidt, 2001).”
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“These findings can be explained through the noticing hypothesis proposed by Schmidt (1990, 2001) which states that “people learn about the things that they attend to and do not learn much about the things they do not attend to” (Schmidt, 2001, p. 30).”
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“…during the initial stage of learning (e.g., Tomlin & Villa 1994) while refuting the postulations of others that do place some role for awareness at this stage (e.g., Robinson 1995; Schmidt 2001) or have reported no such role (Leow 2000; Hama & Leow 2010; Faretta-Stutenberg & Morgan-Short 2011).”
BackgroundAbadikhah, S., & Shahriyarpour, A. (2012) · Journal of Language Teaching and Research · doi:10.4304/jltr.3.4.667-676 · Cited by 12
“So, learners can benefit from input if they become consciously aware of the gap or mismatch between their interlanguage and the target language (Schmidt, 1990, 2001).”
BackgroundPark, E. S. (2013) · Applied Linguistics · doi:10.1093/applin/ams016 · Cited by 14
Metadata
- Authors
- Schmidt, R.
- Corresponding author
- Schmidt, Richard
- ORCID
- Schmidt, Richard
- Venue
- Cognition and Second Language Instruction
- Publisher
- Cambridge University Press
- Published
- 2001-11-29
- Pages
- 3-32
- OpenAlex
- W1573000476
- Cited by
- 1,322
- References
- 0
- Citations by year
- 2026: 90 · 2025: 106 · 2024: 88 · 2023: 88 · 2022: 70 · 2021: 85 · 2020: 61 · 2019: 111 · 2018: 65 · 2017: 55 · 2016: 69 · 2015: 84 · 2014: 71 · 2013: 48 · 2012: 59
- FWCI
- 34.14
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Cambridge University Press eBooks (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Keywords
- attention, second language acquisition, interlanguage development, selective attention, limited capacity, alertness, orientation, facilitation, inhibition, individual differences in language learning, motivation, aptitude, learning strategies, interaction in language learning, negotiation of meaning
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