Linguistica ingles

1. Linguistics: Implicit and Explicit
Knowledge, Noticing and Attention
FabiánComte-LucasLlanos-SashaCalderón-FernandaBembin-FernandaMuñoz-ValescaValenzuela

2. Explicit Knowledge and
Implicit Knowledge
Attention
SLA theories of Attention
Realizations about Attention
Activity
Bibliography
03 - 10
11 - 12
13 - 18
19 - 21
22
24
Contents

3. Explicit
(Declarative)
Explicit and Implicit
Knowledge
*The main difference between those two is
awareness. (see Ellis, 1985)
Implicit
(Procedural)
Aware of what we know Not fully aware of what
we know

4. a) The knowledge about something is often implicit.
E.G: How to ride a bike or drive a car.
b) If we can tell what we know, that is explicit.
E.G: Historical dates, mathematical and grammatical
formulas.

5. 4 keys parameters to distinguish
between each other
01
Consciousness Accessibility Verbalization Orientation
02 03 04
According to Ellis (1985), there are 4 fundamental, differential characteristics:

6. Not conscious.
Evident in communicative use.
Conscious.
We know the 'facts'.
Consciousness
Implicit Knowledge Explicit Knowledge

7. Accesibility is inmediate.
Automatic processing.
Accessibility is slow.
Controlled proccesing.
Automatic and Controlled
proccesing definitions were taken
from Brown's 'Sorting through
Perspectives on SLA' (Pag. 292)
Accesibility
Implicit Knowledge Explicit Knowledge

8. Cannot be verbalized (Ellis, 1988)
Enables performance (Brown,
Deals with complex rules (Robinson, 2012)
Spontaneous language production.
Native speakers have a natural language.
Verbalization
Implicit Knowledge
" (...) cannot be verbalized unless it is made explicit; learners cannot tell what they
know implicitly." (Ellis, 1988)

9. Often verbalized (Ellis, 1988)
'Conscious' facts > declarative knowledge (Brown,
Deals with simple rules (Robinson, 2012)
No role in language for real communication (Robinson, 2012)
Fluent automatic knowledge = implicit knowledge (Robinson, 2012)
Explicit Knowledge
"(...) is often verbalizable; learners can report what they know. This calls for knowledge
of the metalanguage needed to talk about language." (Ellis, 1988)
Verbalization

10. "(...) when learners are oriented towards encoding or decoding the meaning of
messages in communication." (Ellis, 1988)
Orientation
Implicit Knowledge
Adaptative system of an elaborate neural network (Ellis, 1988)
Human ability for language to formulate explicit content (Ellis, 1988)
A basis to develop deductively explicit representations (Brown,

11. Orientation
Explicit Knowledge
" (...) when learners are formulating and monitoring sentences to ensure they conform
to target language norms or because they lack implicit knowledge." (Ellis, 1988)
Learner's processing capacity.
Facilitation of automatic production (Ellis, 1988)
Encodes of semantic or grammatical meaning (Ellis, 1988)

12. Regarding on L1 and L2 usage
When it comes to language usage, we rely on both
types of knowledge.
Everyday conversation Mostly on implicit.
Academic writing
Might require explicit
knowledge in order to
perform.
E.G:

13. Native Speakers
L2 Learners
Develop full procedural
knowledge
Some remarkable brief approaches
1) Regarding Anderson's Adaptive Control of Thought
(ACT)
Declarative and Procedural
Knowledge.
Differences the type of knowledge typically
developed between L1 and L2.
Rely more on declarative
knowledge

14. Attention
What is Attention?
Schmidt (2001)
Posner and Petersen (1990): Alertness
Orientation
Detection

15. Key concepts of attention of Schmidt (2001)
Attention is
limited
Attention is
selective
Attention is
subject to voluntary
control
Attention
controls acess
to
consciousness
Attention is
essential for the
control of
action
Attention for
learning

16. Two SLA theories of
Attention

17. Richard Schmidt's
Noticing Hypothesis (1990)
What is "The Noticing Hypothesis"?
Perception v/s Noticing
"While learners may be able to percieve
elements in the input without conscious
attention, they will be not able to process this
information for storage in long-term memory
unless they consciously attend to it"

18. Richard Schmidt's
Noticing Hypothesis (1990)
Let put us in context... How did the idea of
"Noticing" was originated?
Two studies of Mr. Schmidt...
First case: Adult learner of English unable to
notice his own mistakes...
Second case: Schmidt own experience learning
Portuguese.

19. Richard Schmidt's
Noticing Hypothesis (1990)
Strong and Weak version of "The Noticing
Hypothesis"
Strong version: We ONLY learn if we consciouly
attend.
Weak version (2010): We not learn MUCH about
the things we dont attend to.

20. Tomlin and Villa's Theory
of Attention
Two important claims:
a. Three distinct attentional processes:
ALERTNESS, ORIENTATION, and DETECTION.
b. Detection can take place without alertness and
orientation

21. The two theories...
These theories are oppositional?
Tomlin and Villa: Attention does not require
consciousness.
Schmidt: Consciousness is necessary for attention.
Alertness
Orientation
Incidental Learning
Intentional Learning

22. 07. Realizations

23. Realizations about
attention
Apperception
Objects of
attention
Noticing
theory
The role of
attention for
output
Noticing
Individual
differences
of attention

24. 08. Activity

25. Activity
Explain these objects and
how do you know it.

26. Thanks for your
attention!

27. The Noticing Hypothesis In Language Theories. (2022, February 27).
Edubirdie. Retrieved June 10, 2022, from
https://edubirdie.com/examples/the-noticing-hypothesis-in-
language-theories/
Nguyen Thi Phuong Nhung. “Noticing Hypothesis in Second
Language Acquisition.” IOSR Journal of Humanities and Social Science
(IOSR-JHSS), 25(6), 2020, pp. 26-30.
Ellis, R. (1985). Understanding second language acquisition, pp. 193-
194.
Bibliography

28. Robinson, P. and Ellis, N. (2008). Handbook of cognitive linguistics and
second language acquisition. New York: Routledge/Taylor and Francis
Group, pp.205, 206.
Al-Hejin Bandar (2012) Attention and Awareness: Evidence from Cognitive
and Second Language Acquisition Research. Teachers College, Columbia
University Working Papers in TESOL & Applied Linguistics, Vol. 4, No. 1.
Attention and Awareness