Articlebronze1990

Attending to Form and Content in the Input

629 citations0/0 files storedStudies in Second Language Acquisition

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Neurobiology of Language and Bilingualism

Abstract

This study explores the question of whether or not learners can consciously attend to both form and meaning when processing input. An experimental procedure is presented in which three levels of learners in four groups were asked to process information under four different conditions: attention to meaning alone; simultaneous attention to meaning and an important lexical item; simultaneous attention to meaning and a grammatical functor; and simultaneous attention to meaning and a verb form. Results suggest that learners, in particular early stage learners, have great difficulty in attending to both form and content. These results raise important questions for current discussions of the role of consciousness in input processing.

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References

1983Principles and Practice in Second Language Acquisition 1990The Role of Consciousness in Second Language Learning1 1986Input in Second Language Acquisition

Cited by

1993Explicit Instruction and Input Processing 1997Form-Focussed Instruction and Second Language Acquisition: A Review of Classroom and Laboratory Research 2005What Makes Learning Second‐Language Grammar Difficult? A Review of Issues 2006ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning 2003CONSTRAINTS ON “NOTICING THE GAP”2004Learner proficiency and focus on form during collaborative dialogue 2016Focus on form: A critical review 2008Form‐Focused Instruction: Isolated or Integrated?

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