Consciousness, noticing and restructuring

Consciousness, noticing and restructuring

1. Consciousness

   • Explicit knowledge
     • knowledge of rules present in the language so that learners are able explain the rules
   • Implicit knowledge
     • Knowledge which is intuitive, therefore learners produce the TL.
   • Two main issues in consciousness
     • Krashen(1981) believes learning is result of consciousness compared to acquisition which is related to subconsciousness.
   • Type of consciousness:
     • Awareness
       • Intention
         • Knowledge

2. Salient

   • Input enhancement
     • Make students aware or notice of specific features in the language.
       • E.G. highlighting vocabulary, using visual aids,etc
         • Teacher must provide opportunities so that students can apply noticing.

3. Noticing the gap

   • When learners "notice" new language, they pay special attention to its form, use and meaning
     • Students compare the input and the output they are producing
   • Reconstruction and Reformulation
     • Both teaching strategies attempt for noticing
       • The process of noticing in reconstruction is done by the students
       • On the other hand, reformulation is done by the teacher
     • Restructuring
       • When students reorganize the interlanguage with new evidence of the language

4. Limited Capacity Processing

   • The PPP model does not work properly
     • Learners do not necessary produce what they have practiced
       • Due to mind has problems assimilating form and meaning at the same time
         • The mind is considered modular

5. Implication in the classroom

   • Teachers do not even know the most significant for students in learning.
     • The task we set to our students plays a significant role in learning
       • Activities must be salient
         • Teacher must provide opportunities to noticing in the development of the interlanguage

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