Noticing and Second Language Acquisition: Studies in Honor of Richard Schmidt

• Published in: National Foreign Language Resource Center at University of Hawaii
• Main Authors: Bergsleithner, Joara M., Ed, Frota, Sylvia Nagem, Ed, Yoshioka, Jim K., Ed
• Format: Book
• Language: English
• Published: National Foreign Language Resource Center at University of Hawaii 2013
• Subjects: Attention; Aural Learning; English (Second Language); Eye Movements; Foreign Countries; Holistic Approach; Individual Differences; Knowledge Level; Language Processing; Language Proficiency; Metalinguistics; Neurosciences; Oral Language; Reading Skills; Recall (Psychology); Second Language Instruction; Second Language Learning; Short Term Memory; Sociocultural Patterns; Teaching Methods; Vocabulary; Brazil
• ISBN: 0983581665; 9780983581666

This volume celebrates the life and groundbreaking work of Richard Schmidt, the developer of the influential Noticing Hypothesis in the field of second language acquisition. The 19 chapters encompass a compelling collection of cutting­-edge research studies exploring such constructs as noticing, attention, and awareness from multiple perspectives, which expand, fine tune, sometimes support, and sometimes challenge Schmidt's seminal ideas and take research on noticing in exciting new directions. Following a Preface, the following contents are included: Part One: Situating the Noticing Hypothesis in SLA: (1) Noticing and Dick Schmidt's Personal and Academic History: An Introduction (Jim K. Yoshioka, Sylvia Nagem Frota, & Joara M. Bergsleithner); (2) Schmidt's Noticing Hypothesis: More Than Two Decades After (Ronald P. Leow); (3) Noticing and L2 Development: Theoretical, Empirical, and Pedagogical Issues (Shinichi Izumi); and (4) Attention, Awareness, and Noticing in Language Processing and Learning (John N. Williams). Part Two: Observing and Enhancing Noticing: (5) Recasts, Uptake, and Noticing (Rod Ellis & Nadia Mifka-Profozic); (6) Is Metalinguistic Stimulated Recall Reactive in Second Language Learning? (Takako Egi, Rebecca J. Adams, & Ana-María Nuevo); (7) The Effects of L2 Learner Proficiency on Depth of Processing, Levels of Awareness, and Intake (Anne M. Calderón); (8) The Effects of Aural Input Enhancement on L2 Acquisition (Minyoung Cho & Hayo Reinders); (9) Instruction in Support of Noticing: An Empirical Study of EFL in Brazil (Sylvia Nagem Frota & Joara M. Bergsleithner); (10) Investigating Relationships Among Noticing, Working Memory Capacity, and Accuracy in L2 Oral Performance (Joara M. Bergsleithner & Mailce Borges Mota); and (11) Nurturing Noticing (Peter Skehan). Part Three: Keeping a Close Eye on Noticing: (12) What Do Eye Movements Tell Us About Awareness? A Triangulation of Eye-Movement Data, Verbal Reports, and Vocabulary Learning Scores (Aline Godfroid & Jens Schmidtke); (13) Observing Noticing While Reading in L2 (Daphnée Simard & Denis Foucambert); and (14) Coming Eye-to-Eye With Noticing (Patti Spinner, Susan Gass, & Jennifer Behney). Part Four: Beyond Noticing: (15) Implicit and Explicit Knowledge of Form-Meaning Connections: Evidence From Subjective Measures of Awareness (Patrick Rebuschat, Phillip Hamrick, Rebecca Sachs, Kate Riestenberg, & Nicole Ziegler); (16) Implicit Second Language Learning and Individual Differences (Daniel O. Jackson); (17) A Cognitive Neuroscientific Approach to Studying the Role of Awareness in L2 Learning (Lester C. Loschky & Michael Harrington); (18) The Task at Hand: Noticing as a Mind-Body-World Phenomenon (Christine M. Jacknick & Scott Thornbury); and (19) Noticing and Mediation: A Sociocultural Perspective (Riikka Alanen). An About the Contributors is included.