Consciousness, noticing and restructuring

Consciousness, noticing and restructuring

1. Consciousness

   • Explicit knowledge
     • Rules and items knowledge a Student has and can teport they know it (ability to articulate a grammatical rule or explain it)
   • Implicit knowledge
     • Intuitive and tacit knowledge (chunks of language that can be be produced by the learner and have been internalised)
   • knowledge: implicit and explicit are seen as a continuum rather than two different categories
   • intention: Ss attempts to increase exposure to the language outside the class (focusing on something)
   • awareness: Knowledge of something is there
   • Noticing the gap
     • Implant on Ss an understanding of the grammar and make them to develop a cognitive representation of them. It's an opportunity for students to notice the gap bewteen their interlanguage and their input.Correction is an advantage of noticing the gap.
       • Implications for the classroom
         • It should be: Salient, frequent, requieres attention to processing of form, there should be time to notice the item

2. INPUT: Input enhacement

   • Draw Ss attention to the oustanding features, Ss will notice it when they are to ready to acquire the new structure. It can be provided by instruction.
     • Instruction is bettwer when is directed on how Ss perceive and process input rather than practised via output

3. Reformulation and reconstruction