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Noticing Hypothesis

(1990, 1994, 2001) claimed that to input is a conscious process. He viewed (i.e. registering formal features in the input) and the gap (i.e. identifying how the input to which the learner is expected differs from the output the learner is able to generate) as essential processes in L2 acquisition.

Schmidt (1990) believes that consciousness in the sense of awareness of the form of the input at the level of noticing is necessary to subsequent SLA. ‘Noticing hypothesis’ is in contrast with ‘’ proposed by (1981) that says that SLA largely results from an ‘unconscious’ acquisition system.

In Schmidt and (1986), we read that their central contention is that little (possibly no) learning of new linguistic material from input is possible without attended processing. Schmidt (2001) drew on the work of Tomlin and Villa (1994) in distinguishing three subsystems of attention. Attention as ‘’. Refers to motivation and readiness to learn. Here he made the point that noticing and acquisition are not dependent on learner intention (i.e. involuntary noticing can occur). ‘Orientation’ concerns the general focus on attention (for example, whether on meaning or on form), which can also be influenced by the design of the tasks. ‘’ refers to the cognitive registration of stimuli that allows for the further processing of information. It is here that controversy exists both regarding whether involves awareness and whether it requires only global attention. With regard to the first of these controversies, Schmidt (2001) distinguished a strong and weak form of the Noticing Hypothesis. The strong form, which reflects his earlier position, states that “there is no learning whatsoever from input that is not noticed”, while the weak form, indicative of his later position, allows for representation and storage of unattended stimuli in memory but claims that “people learn about the things they attend to and do not learn much about the things they do not attend to”. On the second issue, Schmidt argued that attention needs to be specifically directed. As he put it, “nothing is free”.

Schmidt (1990) defined ‘noticing’ as the availability for .

Noticing is referred to as the conscious attention to the form of input.

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This topic contains 1 reply, has 2 voices, and was last updated by  Sasan 19 hours, 19 minutes ago.

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  • #40593

    Dr. Hariri
    Keymaster

    Would you rather be happy yet slow-witted and unimaginative, or unhappy yet bright and creative? For instance, would you rather live the life of a brilliant yet tortured artist, such as Vincent van Gogh, or that of a happy but carefree soul who is a bit simple-minded?

  • #40672

    Sasan
    Participant

    I prefer to challenge this question at first and bring up my viewpoint next.
    There are different successful people in the world who reached the apex through different procedures. Although some have faced torture to reach their goals, it does not mean we have to necessarily lose something in our life to climb the ladder of success. Anyway, I suppose the most enjoyable part of life is making progress and relying on your abilities to flourish and thrive. So, I personally go for intelligence and innovation rather than happiness along with naivety. Many people have lived an ordinary life so far and repeating this story can never excite me at all. We need to gain new adventurous experiences and foster our abilities so as to break out of comfort zone.

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