Noticing Hypothesis
Introduction
Noticing Hypothesis
The noticing hypothesis is a concept in second-language acquisition proposed by Richard Schmidt in 1990. He stated that learners cannot learn the grammatical features of a language unless 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. There is debate over whether learners must consciously notice something, or whether the noticing can be subconscious to some degree (Schmidt, 1990, 2001)
Noticing is a complex process: it involves the intake both of meaning and of form, and it takes time for learners to progress from initial recognition to the point where they can internalize the underlying rule. This argues for teachers to provide recurring opportunities for learners to notice, since one noticing task is most unlikely to be sufficient. More specifically, we may want to work with different kinds of noticing task in future in order to serve different psycholinguistic factors.
Schmidt (1990), identifies three aspects of consciousness involved in language learning: awareness, intention and knowledge. The first sense, consciousness as awareness, embraces noticing . According to Schmidt (1995, p. 20), "the noticing hypothesis states that what learners notice in input is what becomes intake for learning." Schmidt also states that a) whether a learner deliberately attends to a linguistic form in the input or it is noticed purely unintentionally, if it is noticed it becomes intake; and b) that noticing is a necessary condition for L2 acquisition.
In his noticing hypothesis, Schmidt (1990, 1993, 1995; Schmidt & Frota, 1986) shed light on focal attention, or noticing, as a necessary and sufficient condition for input to become intake in SLA, by claiming "intake is that part of the input that the learner notices" (1990, p. 139). According to Schmidt (1993), second language (L2) learners need to not
Noticing Hypothesis
The noticing hypothesis is a concept in second-language acquisition proposed by Richard Schmidt in 1990. He stated that learners cannot learn the grammatical features of a language unless 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. There is debate over whether learners must consciously notice something, or whether the noticing can be subconscious to some degree (Schmidt, 1990, 2001)
Noticing is a complex process: it involves the intake both of meaning and of form, and it takes time for learners to progress from initial recognition to the point where they can internalize the underlying rule. This argues for teachers to provide recurring opportunities for learners to notice, since one noticing task is most unlikely to be sufficient. More specifically, we may want to work with different kinds of noticing task in future in order to serve different psycholinguistic factors.
Schmidt (1990), identifies three aspects of consciousness involved in language learning: awareness, intention and knowledge. The first sense, consciousness as awareness, embraces noticing . According to Schmidt (1995, p. 20), "the noticing hypothesis states that what learners notice in input is what becomes intake for learning." Schmidt also states that a) whether a learner deliberately attends to a linguistic form in the input or it is noticed purely unintentionally, if it is noticed it becomes intake; and b) that noticing is a necessary condition for L2 acquisition.
In his noticing hypothesis, Schmidt (1990, 1993, 1995; Schmidt & Frota, 1986) shed light on focal attention, or noticing, as a necessary and sufficient condition for input to become intake in SLA, by claiming "intake is that part of the input that the learner notices" (1990, p. 139). According to Schmidt (1993), second language (L2) learners need to not