Abstract
<p>This study addressed the potential methodological issues effect of attentional condition on subsequent vocabulary development from a different perspective, which addressed several potential methodological issues of previous research that have been based on psycholinguistic notion of second language learner as a limited capacity processor. The issue of whether learners paying attention to the processing of input for meaning can simultaneously pay attention to process form remains methodologically unclear issue in the area of reactivity. A qualitative study was conducted on six intermediate English as a foreign language learners. Participants were assigned to one of the three types of reading comprehension tasks. Concurrent data of think aloud was employed to establish learners’ attention. Results showed that attending learners’ attention to processing of lexical forms while reading for meaning has an effect to induce the issue of reactivity effect on subsequent vocabulary development.</p>
Highlights
Several theoretical models in the field of second language acquisition (SLA), cognitive science, and cognitive psychology have posited the significant role of attention as an enhancing attention is a necessary condition for learning and in second/foreign language development (Schmidt, 1990, 1995, 2001; Tomlin & Villa, 1994; Van Pattern, 1994, 2004)
This study addressed the potential methodological issues effect of attentional condition on subsequent vocabulary development from a different perspective, which addressed several potential methodological issues of previous research that have been based on psycholinguistic notion of second language learner as a limited capacity processor
The qualitative analysis for the transcription of verbal protocols as seen in Figure 1 showed the overall results of the amount reported noticing of one word aspect and noticing of two words aspect by the participants while engaged in reading comprehension tasks
Summary
Several theoretical models in the field of second language acquisition (SLA), cognitive science, and cognitive psychology have posited the significant role of attention as an enhancing attention is a necessary condition for learning and in second/foreign language development (Schmidt, 1990, 1995, 2001; Tomlin & Villa, 1994; Van Pattern, 1994, 2004). Empirical research evidenced for the beneficial role of attention has been provided by several SLA studies in strands of researches as directly or indirectly evidenced, on the role that attention plays an important role in the input processing and intake processing in the light of cognitive processes (Leow, 1997, 1998, 2000, 2001; Rosa & Leow, 2004; Rosa & O’Neill, 1999). Some of these studies have been based on psycholinguistic notion of L2 learner as a limited capacity processor (McLaughlin, 1987). Empirical studies paint a different picture or refute Van Patten’s (2004) principal of primacy of meaning on the issue of simultaneous attention to form and meaning in L2 learning that attention to form and meaning simultaneously have difficulty in processing and do not have any effect on comprehension (Leow et al, 2008; Morgan-Short et al, 2012)
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