Noticing Hypothesis

Noticing Hypothesis

1. Learner did not develop much morphology and grammar primarily because he may have lacked the aptitude to do so.

2. Cognitive psychology and Chomsky’s innatistic propositions.

   • It's the human’s internal system of understanding and learning languages, known as cognitive linguistics.

3. Implicit learning through interaction alone, with little attention to form and structure.

4. “Noticing Hypothesis” and its impact on SLA

   • Schmidt introduces the term ‘consciousness’ as a broader category of human’s cognitive system and divides it into three subcategories:
     • Consciousness as awareness, consciousness as intention, and consciousness as knowledge. In addition, consciousness as awareness consists of three levels: perception, noticing, and understanding.
     • The term ‘noticing’ refers to “focal awareness” in his definition, and at this level one can pay attention to a certain stimuli as a “private experience” and “report it verbally”.
   • Noticing Hypothesis is “the only linguistic elements in the input that learners can acquire are those elements that they notice”.
     • Second language acquisition is generally described as the process of building the ‘interlanguage’.
     • Interlanguage is a learner’s knowledge of the target language internalised through receiving input and integrating intake.
     • Noticing can occur in both implicit teaching and explicit teaching. In the case of learning past forms, the learner may notice the ‘-ed’ form and its function by him/herself or implicitly when exposed to many examples of the same structure.

5. “Comprehensible Input”

   • There are five basic hypotheses in this model: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Comprehensible Input Hypothesis, and the Affective Filter Hypothesis.
     • The Comprehensible Input Hypothesis,s based on the principle that language acquisition occurs when one is exposed to language almost all of which is comprehensible.
     • The basic principle of the Comprehensible Input Hypothesis is that students may understand most.
     • It is the language teacher’s responsibility to provide the students with the appropriate opportunities for comprehensible input both inside and outside of the classroom.

6. Classroom Activities for Comprehensible Input.

   • there are two types of learning; form-focused learning and meaning-focused learning.
     • Word definition
       • The definition should be given in the words that are comprehensible to the learners. Then learners think of the meanings of the new words in the TL.
     • Cloze test
       • Basically every nth word is missing from the text and the learners fill in the blanks with the best possible word for each blank.
     • Questions and answers
       • Asking students questions about the contents of a text that they have just read is one of the familiar activities traditionally observed in language classrooms.
     • Extensive reading
       • Graded readers, in which simplified language is used, may be used for extensive reading as additional reading activities.