There is more to learning words than meets the conscious eye

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F23%3A73623699" target="_blank" >RIV/61989592:15410/23:73623699 - isvavai.cz</a>

Výsledek na webu

<a href="https://czasopisma.tnkul.pl/index.php/rh/article/view/554/393" target="_blank" >https://czasopisma.tnkul.pl/index.php/rh/article/view/554/393</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.18290/rh237110sp-7" target="_blank" >10.18290/rh237110sp-7</a>

Jazyk výsledku

angličtina

Název v původním jazyce

There is more to learning words than meets the conscious eye

Popis výsledku v původním jazyce

This study focuses on the role of attention in learning new language items. These include elements of varying size and schematicity, ranging from single morphemes, through words, phrases, partially-filled sequences, to entirely schematic grammatical patterns. Following cognitive-linguistic usage-based models, it is assumed that language learning takes place by observing examples of use found in the input and whose elements must be memorised. Given the nature of linguistic use and the deluge of information to which the learner is exposed at any moment, learning is highly unlikely to involve only a continuous focus of consciousness. Thus, the present contribution argues against the main claims of Richard Schmidt’s Noticing Hypothesis, under which learning is only possible when consciously attending to input elements. On the contrary, the development of proficiency is based mainly on unconscious learning mechanisms. The acquisition of phraseological compounds is particularly dependent on incidental learning.

Název v anglickém jazyce

There is more to learning words than meets the conscious eye

Popis výsledku anglicky

This study focuses on the role of attention in learning new language items. These include elements of varying size and schematicity, ranging from single morphemes, through words, phrases, partially-filled sequences, to entirely schematic grammatical patterns. Following cognitive-linguistic usage-based models, it is assumed that language learning takes place by observing examples of use found in the input and whose elements must be memorised. Given the nature of linguistic use and the deluge of information to which the learner is exposed at any moment, learning is highly unlikely to involve only a continuous focus of consciousness. Thus, the present contribution argues against the main claims of Richard Schmidt’s Noticing Hypothesis, under which learning is only possible when consciously attending to input elements. On the contrary, the development of proficiency is based mainly on unconscious learning mechanisms. The acquisition of phraseological compounds is particularly dependent on incidental learning.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

60203 - Linguistics

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Roczniki Humanistyczne

ISSN

0035-7707

e-ISSN

2544-5200

Svazek periodika

71

Číslo periodika v rámci svazku

10

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

16

Strana od-do

139-154

Kód UT WoS článku

001110963500001

EID výsledku v databázi Scopus

2-s2.0-85180319461