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This study explored EFL learners’ pragmalinguistic awareness in processing implicit pragmatic input and the extent to which their awareness of the target features was related to motivation and proficiency. It was carried out in an EFL context to explore the roles of these two variables, particularly intrinsic and extrinsic motivation, in noticing bi-clausal request forms in implicit pragmatic input. The participants in this research were 121 advanced EFL learners from a language center, participating as members of intact classes. All participants took a proficiency test and completed a motivation questionnaire in order to explore the factorial structure of motivation. Then, out of them, 35 learners were randomly selected to form the treatment group. They then took part in a noticing-the-gap activity as a treatment task. The degree of learners' awareness of the target pragmalingustic features was assessed through a respective awareness questionnaire administrated immediately after the treatment. However, the current study shows that EFL students are rather extrinsically motivated and instrumentally oriented to notice pragmalinguistic features, which is incompatible with what Takahashi reported on students’ intrinsic orientation to notice pragmaliguistics in the Japanese EFL context. This suggests that learners in different contexts have different motivational dispositions to pragmalinguistic awareness.

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In order to establish the why of noticing, it is imperative to empirically explore the factors that potentially mediate noticing. This study aimed to explore two factors that are believed to affect noticing:  the complexity of target structures and learners’ second language (L2) proficiency level. English relative clauses (RCs) were selected as the target structures, and Accessibility Hierarchy Hypothesis (AHH) was taken as the measure of the complexity of the RCs. A sample of 113 freshmen English language majors were selected as the participants of the study. A test of English RCs was developed as the placement test, and Key English Test (KET) was used to classify the participants into three groups of High (N=38), Mid (N=37), and Low (N=38) L2 proficiency level. Note-taking was used as the measure of noticing. After administering the RC test and the proficiency test, the participants were given a number of authentic reading texts containing instances of RCs and were required to take notes during reading activity. The non-parametric Friedman’s test demonstrated that the complexity of RCs positively affected the participants’ noticing while the non-parametric ANCOVA indicated that the participants’ L2 proficiency level had no significant effect on noticing. The findings of this study can be helpful to both teachers and material developers in providing learners with optimal conditions for noticing linguistic forms, which in turn, could facilitate L2 learning.

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Complexity of simultaneous interpreting has long attracted the interest of researchers and led them to explore different linguistic, psychological, cognitive, social, and neurological factors involved in enabling the human mind to perform such a difficult task. Within the framework of cognitive studies of interpreting, the authors of this study aimed at exploring the relationship between selective attention and interpreting performance of undergraduate students of Translation. Interpreting performance was evaluated in terms of content and presentation. A sample of 72 BA students participated in the study and completed a simultaneous interpreting and a selective attention task. Quantitative analysis of the data obtained from the participants led to the conclusion that selective attention had a direct relationship with both content and presentation of simultaneous interpreting performance in the sample as significant correlation was found to exist between the variables. The findings suggest that students with better selective attention are likely to perform better in interpreting tasks, especially in terms of the content of their performance which is concerned with completeness and accuracy of informational content of the interpreted message.