The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Awareness, different learning conditions, and second language development
Abstract
This study investigated the role of awareness in different learning conditions in relation to second language (L2) development. Adult learners of Spanish were exposed to past conditional sentences in one of five versions of a computerized problem-solving task that vary in their degree of explicitness. By employing both on-line and off-line data elicitation procedures, two main issues were addressed: whether exposure to L2 input under different conditions had a differential impact on learners' awareness and whether different levels of awareness influenced learners' ability to recognize and produce new exemplars of the target structure immediately after exposure to the input and over time. Results indicated that higher levels of awareness were not only associated with more explicit conditions but were also substantially more effective than lower levels.
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Citations
Cites
Shiffrin, R. M., & Schneider, W. (1977) · Psychological Review · doi:10.1037/0033-295x.84.2.127 · Cited by 7,335
The Role of Consciousness in Second Language Learning1
SCHMIDT, R. W. (1990) · Applied Linguistics · doi:10.1093/applin/11.2.129 · Cited by 5,435
Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis
Norris, J. M., & Ortega, L. (2000) · Language Learning · doi:10.1111/0023-8333.00136 · Cited by 2,569 · cited 1×
“Effect sizes between .50 and .80 are viewed as medium effects, whereas values below .50 are considered small effects (e.g., Cohen, 1988; Norris & Ortega, 2000).”
BackgroundSchmidt, R. (2001) · Cognition and Second Language Instruction · doi:10.1017/cbo9781139524780.003 · Cited by 1,322 · cited 1×
“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).”
BackgroundThe Influence of Planning and Task Type on Second Language Performance
Foster, P., & Skehan, P. (1996) · Studies in Second Language Acquisition · doi:10.1017/s0272263100015047 · Cited by 1,147 · cited 1×
“…provision of immediate feedback intrinsic to the task (±feedback, further manipulated with + explicit or + implicit; Loschky & Bley–Vroman, 1993), and presence of a pretask consisting of explicit information on the target grammatical structure (±explicit pretask; e.g., Foster & Skehan, 1996).”
BackgroundAwareness and Second Language Acquisition
Schmidt, R. (1992) · Annual Review of Applied Linguistics · doi:10.1017/s0267190500002476 · Cited by 825
Attentional and nonattentional forms of sequence learning.
Curran, T., & Keele, S. W. (1993) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/0278-7393.19.1.189 · Cited by 594 · cited 1×
“On the one hand, some experimental studies in cognitive psychology have suggested a dissociation between awareness and learning (e.g., Curran & Keele, 1993; Nissen & Bullemer,”
BackgroundRules and instances in foreign language learning: Interactions of explicit and implicit knowledge
Ellis, N. (1993) · European Journal of Cognitive Psychology · doi:10.1080/09541449308520120 · Cited by 269 · cited 1×
“Several studies in SLA have examined the effects of different types of learning conditions on L2 development (e.g., DeKeyser, 1995, 1997; Ellis, 1993; Robinson, 1995a, 1996, 1997a, 1997b; Rosa & O’Neill, 1999).”
Background
Cited by
IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR
Ellis, R., Loewen, S., & Erlam, R. (2006) · Studies in Second Language Acquisition · doi:10.1017/s0272263106060141 · Cited by 1,076
Implicit and explicit instruction in L2 learning: Norris & Ortega (2000) revisited and updated
Goo, J., Granena, G., Yilmaz, Y., & Novella, M. (2015) · Studies in Bilingualism · doi:10.1075/sibil.48.18goo · Cited by 224
Winke, P. M. (2013) · Studies in Second Language Acquisition · doi:10.1017/s0272263112000903 · Cited by 121
Age and learning environment: Are children implicit second language learners?
LICHTMAN, K. (2016) · Journal of Child Language · doi:10.1017/s0305000915000598 · Cited by 50
Metadata
- Authors
- ROSA, E. M., & LEOW, R. P.
- Venue
- Applied Psycholinguistics
- Publisher
- Cambridge University Press (CUP)
- Published
- 2004-04
- Volume
- 25
- Issue
- 2
- Pages
- 269-292
- ISSN
- 0142-7164 (ISSN-L)
- 1469-1817
- OpenAlex
- W2096254651
- Cited by
- 168
- References
- 8
- FWCI
- 38.93
- Type
- journal article
- Language
- en
- Open access
- closed
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