Part of
Cognitive Processing in Second Language Acquisition: Inside the learner's mindEdited by Martin Pütz and Laura Sicola
[Converging Evidence in Language and Communication Research 13] 2010
► pp. 169–197
Edited by Martin Pütz and Laura Sicola
[Converging Evidence in Language and Communication Research 13] 2010
► pp. 169–197
10. A procedure for testing the Noticing Hypothesis in the context of vocabulary acquisition
Cited by
Cited by 25 other publications
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2015. Textual Input Enhancement for Vowel Blindness: A Study with Arabic ESL Learners. The Modern Language Journal 99:1 ► pp. 57 ff. 
Badger, Richard
2018. From Input to Intake: Researching Learner Cognition. TESOL Quarterly 52:4 ► pp. 1073 ff.
DE VOS, JOHANNA F., HERBERT SCHRIEFERS & KRISTIN LEMHÖFER
2019. Noticing vocabulary holes aids incidental second language word learning: An experimental study. Bilingualism: Language and Cognition 22:3 ► pp. 500 ff.
Godfroid, Aline, Frank Boers & Alex Housen
2013. AN EYE FOR WORDS. Studies in Second Language Acquisition 35:3 ► pp. 483 ff.
Godfroid, Aline & Maren S. Uggen
2013. ATTENTION TO IRREGULAR VERBS BY BEGINNING LEARNERS OF GERMAN. Studies in Second Language Acquisition 35:2 ► pp. 291 ff.
Godfroid, Aline & Paula Winke
2015. Investigating implicit and explicit processing using L2 learners’ eye-movement data. In Implicit and Explicit Learning of Languages [Studies in Bilingualism, 48], ► pp. 325 ff.
Greer, Tim
2019. Noticing Words in the Wild. In Conversation Analytic Research on Learning-in-Action [Educational Linguistics, 38], ► pp. 131 ff.
Hou, Jiarui, James F. Lee & Stephen Doherty
2022. The effects of mobile-assisted reading on incidental L2 word learning: a processing perspective. Computer Assisted Language Learning ► pp. 1 ff.
Issa, Bernard, Kara Morgan-Short, Briana Villegas & Gary Raney
2015. An Eye-tracking Study on the Role of Attention and its Relationship with Motivation. EUROSLA Yearbook 15 ► pp. 114 ff.
KUNITZ, SILVIA
2018. Collaborative Attention Work on Gender Agreement in Italian as a Foreign Language. The Modern Language Journal 102:S1 ► pp. 64 ff.
Leow, Ronald P.
2015. Implicit learning in SLA. In Implicit and Explicit Learning of Languages [Studies in Bilingualism, 48], ► pp. 47 ff.
Liu, Yeu-Ting, Hossein Nassaji & Wen-Ta Tseng
2021. Effects of internal and external attentional manipulations and working memory on second language vocabulary learning. Language Teaching Research ► pp. 136216882110301 ff.
Meara, Paul
2016. Texts as Vocabulary Networks. In Working with Text and Around Text in Foreign Language Environments [Second Language Learning and Teaching, ], ► pp. 193 ff.
Michel, Marije C. & Bryan Smith
2017. Eye-Tracking Research in Computer-Mediated Language Learning. In Language and Technology, ► pp. 1 ff.
Michel, Marije C. & Bryan Smith
2017. Eye-Tracking Research in Computer-Mediated Language Learning. In Language, Education and Technology, ► pp. 453 ff.
Nisiforou, Efi A. & Andrew Laghos
2013. Do the eyes have it? Using eye tracking to assess students cognitive dimensions. Educational Media International 50:4 ► pp. 247 ff.
Oliveira Santos, Diana
2022. Revisiter l’apprentissage informel en articulant des définitions de l'apprentissage par le prisme de la conscience. Recherches en didactique des langues et des cultures 20-1:20-1
Ragni, Valentina
2023. Reverse subtitles in foreign language learning. Translation and Translanguaging in Multilingual Contexts 9:2 ► pp. 261 ff.
Snefjella, Bryor, Nadia Lana & Victor Kuperman
2020. How emotion is learned: Semantic learning of novel words in emotional contexts. Journal of Memory and Language 115 ► pp. 104171 ff.
Stickler, Ursula & Lijing Shi
2017. Eyetracking methodology in SCMC: A tool for empowering learning and teaching. ReCALL 29:2 ► pp. 160 ff.
THAM, Irwan, Meng Huat CHAU & Siew Ming THANG
2020. Bilinguals’ processing of lexical cues in L1 and L2: an eye-tracking study. Computer Assisted Language Learning 33:7 ► pp. 665 ff.
Uggen, Maren S.
2012. Reinvestigating the Noticing Function of Output. Language Learning 62:2 ► pp. 506 ff.
Winke, Paula, Susan Gass & Tetyana Sydorenko
2013. Factors Influencing the Use of Captions by Foreign Language Learners: An Eye‐Tracking Study. The Modern Language Journal 97:1 ► pp. 254 ff.
Winke, Paula M.
2013. THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION. Studies in Second Language Acquisition 35:2 ► pp. 323 ff.
Winke, Paula M.
2013. Eye‐Tracking Technology for Reading. In The Companion to Language Assessment, ► pp. 1029 ff.
This list is based on CrossRef data as of 9 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.