Chapter 2. Attention, awareness, and individual differences in language learning

Schmidt, R. C.

doi:10.1515/9781614510932.27

Cited by 269 publications

(358 citation statements)

References 41 publications

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“…The rationale for exploring the effect of teaching on learners' pragmatic development, as Rose (2005) notes, has been underscored by Noticing Hypothesis (Schmidt, 1990), contending that simple exposure to the target language is not enough since there are pragmatic functions and relevant contextual factors which are often not salient to learners and so less likely to be noticed even after exposure for a long period of time. Unlike Krashen (1985) and Reber (1989) who claim that unconscious learning processes are better than conscious ones and are responsible for most L2 production, some other second language acquisition researchers argue that making certain forms noticeable through consciousness raising (CR) and drawing learners' attention to these forms can help learners in the language acquisition process (R. Ellis, 1995;Rod Ellis, 2008;Schmidt, 1990Schmidt, , 1993aSchmidt, , 1993bSchmidt, , 1995Schmidt, , 2001Schmidt, , 2012Smith, 1993). In earlier research on CR, the focus was on grammar instruction and learning (Fotos, 1993(Fotos, , 1994Smith, 1993), while Rose (1994) proposed pragmatic consciousness raising (PCR) as an important approach towards teaching pragmatics.…”

Section: Introductionmentioning

confidence: 99%

Pragmatic Consciousness-raising Activities and EFL Learners’ Speech Act Performance of ‘Making Suggestions’

Abolfathiasl

Abdullah

2015

JLTR

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Abstract-The present study examined the impact of pragmatic consciousness-raising activities on EFL learners' immediate and delayed performance of suggestions, using a pretest, treatment, posttest design. Two intact classes consisting of 52 Iranian intermediate EFL learners during an intensive English course were assigned as an experimental group with 27 learners and a control group with 25 learners. A Written Discourse Completion Test (WDCT) was given to both groups prior to the intervention that revealed no significant difference between the groups' pragmatic performance. The experimental group then underwent an eightweek pragmatic consciousness-raising treatment on the pragmalinguistic and sociopragmatic features of performing suggestions. After the completion of the intervention, a posttest and, after eight weeks, a delayed posttest was given to both groups to examine the effectiveness of the PCR intervention. The analyses of the scores of the groups revealed that first, the treatment was effective on the EFL learners' pragmatic performance and second, the treatment significantly enhanced the experimental group's ability to produce appropriate suggestions. Also, the study showed that the trend of structure and strategy use by learners in the treatment group changed as a result of the PCR treatment from the pretest to posttest and delayed posttest conditions. This study showed that consciousness-raising at the metapragmatic level improved EFL learners' pragmatic performance and variety of form-strategy use substantially; thus, it should be taken more seriously in L2 instruction and material development.

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Section: Introductionmentioning

confidence: 99%

Pragmatic Consciousness-raising Activities and EFL Learners’ Speech Act Performance of ‘Making Suggestions’

Abolfathiasl

Abdullah

2015

JLTR

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“…Extra linguistic refers to language situations outside of linguistic environment, but in language learning, extra linguistic element is still taken into account as it gives information about motivation, emotion, attitude, personality and others, which has been proven to help a student to master a certain language (Schmidt, 2010). In this study, it is predicted that students; attitude is going to influence the second language learning among the foreign students in five universities in Malaysia.…”

Section: International Journal Of Asian Social Sciencementioning

confidence: 96%

Attitudes as Extra Linguistic Factor in Learning Second Language among Foreign Students in 5 Universities in Malaysia

Kamaruddin

Ahmad

Saad³

et al. 2018

International Journal of Asian Social Science

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“…However, due to all characteristics of second and especially foreign language learning explicit knowledge is more likely to be developed, and learners seem to have some benefits from it (see Bialystok, 1978;DeKeyser, 1997;Ellis, N., 2005;Ellis, R. 1997;Lightbown et al, 1993;Lightbown & Spada, 2008;Muranoi, 2000;Schmidt, 2010), while metalinguistic knowledge appears to be of very limited use (see Han & Ellis, 1998). Therefore, it seems that efforts should be primarily made in terms of implicit knowledge development.…”

Section: Literature Reviewmentioning

confidence: 99%

The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment

Tankosić

Dubravac

2016

ExELL

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English is taught as a foreign language in elementary and high schools in Bosnia and Herzegovina (BIH). However, since the number of English classes per week is very limited they should be utilized in the best possible way to produce proficient users of English. Nowadays, when language proficiency is viewed as one's ability to speak and write in the target language and not about it, the need for the proficiency evaluation in schools arises. The present study attempts to shed a spot of light on this issue, investigating two very common ways of assessing students' knowledge in schools, namely tests and writing assignments. Hence, through the interviews with English teachers and the analysis of students' tests and writing assignments, the current paper explores the ways in which these two measures are realized, the tasks they consist of, the type of linguistic knowledge they are used to evaluate, their levels of difficulty, and the type of corrective feedback teachers provide on both of them. The results suggest that teachers on both measure rather students' explicit than their implicit knowledge, focusing much more on accuracy than fluency development.

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Chapter 2. Attention, awareness, and individual differences in language learning

Cited by 269 publications

References 41 publications

Pragmatic Consciousness-raising Activities and EFL Learners’ Speech Act Performance of ‘Making Suggestions’

Pragmatic Consciousness-raising Activities and EFL Learners’ Speech Act Performance of ‘Making Suggestions’

Attitudes as Extra Linguistic Factor in Learning Second Language among Foreign Students in 5 Universities in Malaysia

The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment

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