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.^[1] 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.^[2]

Reception

The noticing hypothesis has received criticism from John Truscott, on two grounds. First, he argues that the basis for the noticing hypothesis in cognitive psychology is unclear. Second, he argues that there is even less certainty over how to interpret the noticing hypothesis in the field of language acquisition. He says that, "[p]artly because the hypothesis is not based on any coherent theory of language, it is very difficult to determine exactly what it means in this context, or to draw testable predictions from it."^[3] Truscott argues that the noticing hypothesis should be limited to describing metalinguistic knowledge and not overall language competence.^[3]

References

↑ H.S. Venkatagiri, John M. Levis "Phonological Awareness and Speech Comprehensibility: An Exploratory Study" Language Awareness. Vol. 16, Iss. 4, 2009
↑ Lightbown, P.-M. and Spada, N.(2006). Explaining second language learning. How Languages are Learned p. 29-50, p. 44f.
1 2 Truscott, John (1998). "Noticing in second language acquisition: a critical review" (PDF). Second Language Research. 14 (2): 103–135. Retrieved 29 October 2012.

Second-language acquisition

General	Outline Common misconceptions

Learners	Multilingualism Heritage language Multi-competence

Learner language	Contrastive analysis Contrastive rhetoric Error (linguistics) Error analysis Error treatment Fossilization Interlanguage Silent period

Linguistic factors	Language transfer Linguistic universal Word lists by frequency

Individual variation	Language-learning aptitude Critical period hypothesis Motivation Willingness to communicate Foreign language anxiety Metalinguistic awareness

Strategies	Language learning strategies Communication strategies Code-switching Good language learner studies

SLA hypotheses	Skill-based theories Order of acquisition Input hypothesis Interaction hypothesis Comprehensible output Competition model Connectionism Noticing hypothesis Processability theory Interface hypothesis Interface position Generative second-language acquisition

In the classroom	Focus on form Input enhancement

Aptitude tests	MLAT DLAB PLAB CANAL-F

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