The Noticing Hypothesis

they notice them. Noticing alone does not mean that learners automatically

acquire language; rather, the hypothesis states that noticing is the essential starting point for acquisition.

of SLA overwhelmingly emphasized the unconscious nature of linguistic knowledge

and unconscious processes of learning…»

Which theories is he talking about?

Brazil (Schmidt & Frota, 1986). I took a class for

five weeks, and the rest of my language learning was through interaction with native speakers.
Classroom instruction was very useful, but presence and frequency in communicative input were more important. In addition, based on comparisons among notes that I kept in a journal, records of what I was taught in class, and monthly tape-recordings of my developing L2 production and interaction abilities, I found that some forms that were frequent in input were still not acquired until they were consciously noticed in the input.
This was the origin of the Noticing Hypothesis, the claim that learner must attend to and notice linguistic features of the input that they are exposed to if those forms are to become intake for learning.»

was frequently corrected for my grammatical errors in conversation with

native speakers, in many cases this had no effect because I was unaware that I was being corrected. This suggested a slightly different hypothesis that we called “noticing the gap,” the idea that in order to overcome errors, learners must make conscious comparisons between their own output and target language input.”

certainly possible

weeks or months, while attentional processes take place in seconds

or microseconds.

not others.

Gass (1997): some learning does not even depend on

input.
ESL learners who are instructed on one type of relative clause perform well on other types of relatives -> input on those constructions was not available to the learners in the study

If no input existed, how could attention to input be a necessary condition for all aspects of learning?

Objection 2

needed for learning (which is attributed instead to UG or

some other internal resource), the Noticing Hypothesis is irrelevant rather than wrong.”

If there are cases where the theory “just doesn’t work”, how can we call it a theory?

not?

Think-aloud studies

Sometimes people don’t know themselves if they paid

attention to something or not

the level of task difficulty influence the outcomes?
Tasks with written

materials / instructions are better. Why?
Prompting – asking questions, guiding – why dangerous?
Can it be used as a sole method?
How can this technique be used in teaching?

reading
Evidence (studies – can find your own)
Power Point
Send it to

me on Sunday so that I can download it before the lesson or bring a USB

Check out Google Drive for materials - https://drive.google.com/drive/folders/1SkmCNn6_27_TxDpMs2O4d0cLeDEjgO6s

– Krashen
5 – Output & Input hypotheses
6 – Noticing (Schmidt)

Mahway, N.J.:Erlbaum.

Schmidt, R. (2010). Attention, awareness, and individual differences in

language learning. In W. M. Chan, S. Chi, K. N. Cin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker, Proceedings of CLaSIC 2010, Singapore, December 2-4 (pp. 721-737).