NOTICING HYPOTHESIS

NOTICING HYPOTHESIS

1. What is “Noticing” Hypothesis?

   • Human’s internal system of understanding and learning languages,
     • ‘Attention’, ‘awareness’
     • Proponent
       • Richard Schmidt.
     • Originates
       • From a case study of a Japanese learner of English experience in learning Portuguese in Brazil.
         • Schmidt proposed that “intake is what learners consciously notice”(7).

2. “Noticing Hypothesis” and its impact on SLA

   • Noticing does not result in acquisition by itself
     • It greatly facilitates learning and acquisition.
     • Second language acquisition is the process of building the ‘interlanguage’.
       • Interlanguage is a learner’s knowledge of the target language internalised
         • Internalised through receiving input and integrating intake.
           • “Noticing” happens in both input and output.

3. “Comprehensible Input”

   • Based on the principle that language acquisition occurs when one is exposed to language.
     • Thus, the basic principle is that students may understand most, but not at all the words they listen to or read. It
       • It is the language teacher’s responsibility to provide the students with the appropriate opportunities
         • Inside and outside of the classroom.

4. Classroom Activities for Comprehensible Input

   • There are two types of learning;
     • Form-focused learning
     • Meaning-focused learning.
   • Activities for comprehensive input which focus more on meaning than on form;
     • 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
       • Every nth word is missing from the text and the learners fill in the blanks with the best possible word for each blank.
         • They may guess the appropriate word from the context or from their recognition
     • Questions and asnwers
       • Asking students questions about the contents of a text that they have just read
     • Extensive reading
       • Reading a great deal of texts enhances the students’ vocabulary,
     • Designing a Language Curriculum
       • Input should be followed by output

5. Implications for English language teaching in Japan

   • The explicit introduction of the target grammar as the input will help the students to notice the key structure
     • ‘Corrective feedback’ is also a method based on Noticing Hypothesis.
       • It can be implicit or explicit
         • Enables a learner to check and notice his/her interlanguage.

6. Alvarez Martinez Sandra Pamela. LEAIES 3°

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