The document discusses the Noticing Hypothesis, which claims that language learning requires learners to consciously notice, or pay attention to, aspects of the language they are exposed to through input. It defines noticing and explains that noticing involves both detection and rehearsal of language features. It describes how noticing has a mediating role between input and memory in language acquisition. It also discusses how different factors like instruction, frequency, perceptual salience, skill level, and task demands can influence whether aspects of language are noticed by learners. Finally, it suggests some noticing activities that can help learners notice aspects of language in listening input.

1. Noticing
Ms:Afifah Pathan

2. Noticing
• Noticing is to assign significance to some aspect
of form relative to others
• Schmidt (1990) defines that noticing is a
necessary and sufficient condition for subsequent
acquisition.
• Noticing is both detected by learners and further
activated as a result of allocation of attention
resources.
• Noticing = detection + rehearsal

3. Origins of the Noticing Hypothesis
• The first was case study of an adult naturalistic
learner of English
• The second case study concern his own learning
of Portuguese during five month stay in Brazil.
• The origin of the Noticing Hypothesis claim that
learner must attend to and notice Lg. features of
the input that they are exposed to if those forms
are to become intake for learning.

4. Noticing Hypothesis
• The Noticing Hypothesis – an hypothesis that
input does not become intake for Lg. learning
unless it is noticed. (Schmidt 1990)
• Noticed can be any aspect of lg.
• There is no L2 learning with out noticing
• Learners need to direct attention to some aspect
of the input. (Noticed consciously )

5. Noticing Hypothesis
Afifah Pathan

6. Afifah Pathan
Noticing and lg. acquisition
• Noticing has a mediating role between input
and memory systems.

7. Noticing & stage of L2 development
• Instruction :
Schmidt (1990) proposes that instruction may play an
important role in priming learners to notice features by
establishing expectations about language.
• Frequency :
A language feature may become frequent due to
repeated instruction or by way of teacher talk. As such,
when the item does appear more frequently in the
input, the likelihood that an item will be noticed and
integrated into the interlanguage system is increased
(Schmidt, 1990)

8. Noticing & stage of L2 development
• Perceptual salience :
The more prominent a language form at input, the
greater the chance it will be noticed (Skehan, 1998). It
stands to reason, therefore, that the less salient a form,
the less likely it is to be noticed and such forms include
those morphemes that are bound, contracted, or
unstressed (Slobin, 1985).
• Skill level :
According to Schmidt (1990), skill level includes how
well individuals are able to routinize previously met
structures

9. Noticing & stage of L2 development
• Task demand :
Task demand refers to the way in which an
instructional task causes learners to notice
particular features that are necessary in order to
carry out that task (Schmidt, 1990).
• Comparing :
Schmidt and Frota (1986) suggest that noticing
alone is not enough for input to become intake.
Rather, it requires learners to make a comparison
between their observed input and typical output
based on their existing interlanguage system.

10. Listening & lg. acquisition
• We won’t learn anything from input
we hear and understand unless we
notice something about input.
(Schmidt 1990)

11. Noticing Activities
• Ex : Student can listen again to a recording in
order to ..
– identify differences between what they hear and a
printed version of the text
– complete a cloze version of the text
– complete sentences stems taken from text
– check off from a list, expressions that occurred in
the text

12. Thank you