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Attention to the second language
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Christopher D Wickens
Published/Copyright:
September 14, 2007
Abstract
Attention to a task, and the language it requires to be performed, can be described in relation to two theoretical models which have prompted research into the effects of task demands on learning and performance outside the field of second language acquisition (SLA). These are the SEEV (selection, effort, expectancy and value) model of selective attention, and the Multiple Resources Model of divided attention to task demands. This paper describes these models, and some of their implications for research into the effects of second language task demands on speech performance and SLA.
Published Online: 2007-09-14
Published in Print: 2007-09-19
© Walter de Gruyter
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Articles in the same Issue
- Task complexity, the Cognition Hypothesis and second language learning and performance
- Attention to the second language
- Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty
- Effects of manipulating task complexity on self-repairs during L2 oral production
- The influence of complexity in monologic versus dialogic tasks in Dutch L2
- Task complexity and measures of linguistic performance in L2 writing
