Attention in SLA
Tomlin and Villa (1994) proposed a fine-grained framework decomposing "attention" into three separable but interrelated functions. Their model offers a more precise alternative to Schmidt's Noticing Hypothesis, which treats attention as a relatively unitary construct (conscious noticing). Understanding what "paying attention" actually means at the cognitive level has direct consequences for how we design instruction.
The Three Attentional Functions
| Function | Definition | Role in SLA |
|---|---|---|
| Alertness | General readiness to process incoming stimuli | Relates to motivation, interest, and classroom engagement. A learner who is tired or disengaged has low alertness |
| Orientation | Direction of attentional resources toward a specific type of stimulus | Instruction can orient attention — input enhancement, focus on form, and input flooding all serve to bias orientation toward target features |
| Detection | Cognitive registration of a stimulus, the actual selection of specific information for further processing | The critical function for acquisition. Only detected information enters the learner's processing system |
Key Claim: Detection Without Awareness
Tomlin and Villa's most controversial claim is that detection can occur without subjective awareness — that is, without conscious noticing in Schmidt's sense. Alertness and orientation enhance the probability of detection, but neither is strictly necessary. This directly challenges the strong version of Schmidt's Noticing Hypothesis, which requires conscious registration.
Leow (2000, 2001) tested this claim empirically and found that higher levels of awareness were consistently associated with greater learning, casting doubt on the claim that detection without awareness is sufficient for acquisition.
Practical Value
Even if the awareness debate remains unresolved, the three-way distinction is pedagogically useful. It suggests teachers can support acquisition at multiple levels: maintaining alertness (engagement, pacing, variety), directing orientation (textual enhancement, pre-task focus, explicit instruction), and maximizing detection (ensuring target forms are frequent, salient, and communicatively relevant).
References
- Tomlin, R.S. & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16(2), 183–203.
- Leow, R.P. (2000). A study of the role of awareness in foreign language behavior. Studies in Second Language Acquisition, 22(4), 557–584.
- Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and Second Language Instruction. Cambridge University Press.