The noticing hypothesis and formulaic language. Learnability of non-salient language forms

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F24%3A73625773" target="_blank" >RIV/61989592:15410/24:73625773 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.sciencedirect.com/science/article/pii/S000169182400249X" target="_blank" >https://www.sciencedirect.com/science/article/pii/S000169182400249X</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.actpsy.2024.104372" target="_blank" >10.1016/j.actpsy.2024.104372</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The noticing hypothesis and formulaic language. Learnability of non-salient language forms

Popis výsledku v původním jazyce

The present study addresses the main contention of the Noticing Hypothesis that conscious attention is necessary for successful learning. Arguments are given against the strong version of the hypothesis, under which one cannot acquire new language forms without conscious attention. Foreign learners were tested on their familiarity with formulaic expressions especially selected for their low salience. Additionally, the expressions used were tested for the likelihood of attracting attention. The results suggest that despite their inconspicuousness, such expressions are part of learners&apos; lexical representations. Students&apos; performance was found to correlate with usage patterns found in the input, a strong indication that their lexical representations are shaped by numerous encounters with specific uses of these expressions. It is argued that conscious attention is unlikely in even most, let alone all encounters. While the importance of awareness is not debated here, this study questions conscious attention as a default condition for learning.

Název v anglickém jazyce

The noticing hypothesis and formulaic language. Learnability of non-salient language forms

Popis výsledku anglicky

The present study addresses the main contention of the Noticing Hypothesis that conscious attention is necessary for successful learning. Arguments are given against the strong version of the hypothesis, under which one cannot acquire new language forms without conscious attention. Foreign learners were tested on their familiarity with formulaic expressions especially selected for their low salience. Additionally, the expressions used were tested for the likelihood of attracting attention. The results suggest that despite their inconspicuousness, such expressions are part of learners&apos; lexical representations. Students&apos; performance was found to correlate with usage patterns found in the input, a strong indication that their lexical representations are shaped by numerous encounters with specific uses of these expressions. It is argued that conscious attention is unlikely in even most, let alone all encounters. While the importance of awareness is not debated here, this study questions conscious attention as a default condition for 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

2024

Kód důvěrnosti údajů

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

Název periodika

ACTA PSYCHOLOGICA

ISSN

0001-6918

e-ISSN

1873-6297

Svazek periodika

248

Číslo periodika v rámci svazku

104372

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

12

Strana od-do

1-12

Kód UT WoS článku

001345841600001

EID výsledku v databázi Scopus

2-s2.0-85197495825