2. 




What is input and intake?
What language becomes intake?
How can teachers help input become intake?
What is noticing and attention?
How can intake be used?

3. 
All the language available in the environment
◦ The language you see and hear

Imagine walking through a crowded train
station: What input is available?
◦
◦
◦
◦
Signs in Japanese and English
Posters with Japanese and English
Random bits of conversations
Announcements in Japanese and English

4. 

Language that is internalized (taken in)
What language becomes intake?
◦ Not all input becomes intake
◦ Must notice and attend to the language

5. 
Language must be at an appropriate level
◦ Not too easy
 Doesn’t offer new language for learning
 Won’t push learner to alter knowledge
◦ Not too difficult
 Overwhelm the learner with too much


Language that is frequent
Language that is infrequent
◦ Noticed because it is rare

6. 


Meaning comes first
Process content words first
Rely on meaning over grammar
◦
◦
◦
◦
8 o’clock / go home / important
I have to go home by 8 o’clock without fail.
Give / homework / tomorrow
I’ll give you my homework tomorrow.

7. 

How can teachers and native speakers help
learners?
Pronunciation
◦ Slower & louder
◦ Longer pauses
◦ Fewer contractions (I’m, we’ll, can’t, etc.)

Vocabulary
◦ Simpler & more frequent

8. 
Grammar
◦ Repetition & restatement
◦ New information at the beginning of sentences

Discourse
◦ Frequent questions
◦ Corrections

9. 
How does it help?
◦ Helps the comprehension of meaning more than
understanding of grammar

10. 
Noticing
◦ Become aware of something in the language

Attention
◦ Use mental effort to understand something in the
language
◦ Paying attention to language

Noticing comes first, then attention

11. 

Without attention, learning won’t happen
(Schmidt,1990)
Learners must be able to see the needed
changes
◦ Under the auspicious of the U.N., the collected
organizations responsible for drawing up
regulations for the new treaty, were heatedly
discussing the countries’ new borders when the
chairperson called for a review of the procedures.
◦ I was taking a bath when the telephone rang.

12. 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
The children laughed ____ the new boy’s accent.
The students looked ____ their teacher.
You shouldn’t point ____ people.
The police shot ____ the suspect.
I was happy because she smiled ____ me.
I’ll speak ____ you tomorrow.
Would you talk ____ your mother about it?
The actors waved ____ the audience.
My sister will write ____ you next week.
Please throw the ball ____ me so that I can catch it.
When the pitcher threw the ball ____ the batter, the
batter got angry.

13. 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
The children laughed at the new boy.
The students looked at their teacher.
You shouldn’t point at people.
The police shot at the suspect.
I was happy because she smiled at me.
I’ll speak to you tomorrow.
Would you talk to your mother about it?
The actors waved at the audience.
My sister will write to you next week.
Please throw the ball to me so that I can catch it.
When the pitcher threw the ball at the batter, the
batter got angry.

14. 

Noticing and paying attention to differences
can lead to changes in the learners
knowledge
Attention allows learners to notice
mismatches between
◦ What they know about a second language
◦ How native speakers express themselves

15. 
Reject a current hypothesis
◦ What a learner hears tells her that her rule is right
or wrong

Confirms a current hypothesis
◦ Strengthens the rule
◦ Helps make it automatic

16. 
Storage: Knowledge is stored but
◦ It is not used
◦ It is not analyzed
◦ It might be used or analyzed later

Intake is not understood and is not used
◦ Meaning was too difficult
◦ Grammar was too difficult

17. 




What is input and intake?
What language becomes intake?
How can teachers help input become intake?
What is noticing and attention?
How can intake be used?