Noticing in SLA
Abstract: This article focuses on the role of “noticing” and “noticing the gap” in second language acquisition. It is argued that this notion has gained wide support on the basis of intuition and assumption rather than on the findings of appropriate and exhaustive empirical research. The aim of this paper is twofold: a) to consider the theoretical constructs that underlie the role of noticing, and b) to assess the validity of the assumption that noticing enhances language acquisition. This paper concludes that 1) empirical research has yet to validate the role of noticing in language acquisition, 2) an alternative view offered by Truscott (1998), which suggests that noticing is merely tied to the acquisition of metalinguistic knowledge, is worthy of investigation, and 3) future research into the relationship between training learners to notice linguistic forms and the acquisition of metalinguistic knowledge may enhance our understanding of noticing in second language acquisition.
Key words: noticing; metalinguistic knowledge; linguistic forms
Contents
1. Introduction 1
2. The theoretical constructs that underlie the role of noticing 1
2 .1 Consciousness raising and noticing 1
2.2 Noticing and language acquisition 1
3. Influences on noticing 1
3.1 Task demands 2
3.2 Frequency 2
3.3 Perceptual salience 2
4. Conclusion 2
References 3
Acknowledgments 4
1. Introduction
The significance of the role of conscious and unconscious processes and the notion of interface in second language (L2) development has been the focus of much debate in the general field of cognitive psychology. One proposal is that put forward by Burka (1996), who offers a hypothesis related to conscious learning that focuses on what Skehan argues is “the crucial concept of noticing” (Deleuze, 1986，p.48) . The purpose of this paper is to a) consider the theoretical constructs that underlie the role of noticing, and b) assess the validity of the assumption that noticing enhances language acquisition.
2. The theoretical constructs that underlie the role of noticing
2.1 Consciousness raising and noticing
The term “consciousness raising” refers to the drawing of learners' attention to the formal properties of language (Fee and Fox., 1988). However, a key difference between noticing and consciousness raising is that noticing has supposed implications for language processing and the actual acquisition of linguistic features.
2.2 Noticing and language acquisition
Geertz (1973) identifies three aspects of consciousness involved in language learning: awareness, intention and knowledge. Johnstone (1993) states that a) whether a learner deliberately attends to a linguistic form in the input or it is noticed purely unintentionally, if it is noticed it becomes intake. To help clarify Schmidt’s hypothesis and the place of noticing in L2 acquisition the following model, proposed by Ellis, is useful.
3. Influences on noticing
Jones (1978), in harmony with Schmidt's discussion of memory processing above, comments that it is inside short-term memory that noticing must in reality take place, since the “spotlight consciousness” (Magistrale, 1992, p.142) provided by short-term memory is triggered by different influences on noticing. Schmidt (1990) claims that the following factors influence noticing in the input:
3.1 Task demands
Instruction provides structured, differentiated input that assists noticing by focusing attention on and enhancing awareness of language features (Pikarsky and Christensen, 1976).
3.2 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
3.3 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
4. Conclusion
It can be seen that there are various views regarding the role of conscious and unconscious processes in L2 acquisition. An important contribution to this debate has been Schmidt's “noticing hypothesis” and its claims about how input becomes intake, and this
References
Burka, Lauren P. A Hypertext History of Multi-User Dimensions. Retrieved August 18, 2009, from Deleuze, Giles. Foucault. (Sean Hand, Trans. & Ed.). Minneapolis: U M P, 1986.
Fee, Elizabeth & Daniel M. Fox. (Eds.). AIDS: The Burdens of History. Berkeley: University of California Press, 1988.
Geertz, Clifford. The Interpretation of Cultures. New York: Basic Books. 1973.
Johnstone, Sue. Feminism and Pornography: Policing the Boundary between Art and Popular Culture. Doctoral Dissertation. Rutgers University, New Jersey, 1993.
Jones, James. Daydreaming. In Lorence Smith (Ed.), Fictions. New York: Yale UP, 1978: 127-35.
Magistrale, Tony. Wild Child: Jim Morrison’s Poetic Journeys. Journal of Popular Culture, 1992, 3: 133-44.
Pikarsky, M. & Christensen, D. Urban Transportation Policy and Management. Boston: D.C. Heath, 1976.
Acknowledgments
I would like to thank my supervisor BBBB for her invaluable guidance, enthusiasm and support throughout the course of this work. I am also very grateful to CCCC for his helpful comments and insightful suggestions during the research and writing of this thesis. I would also like to thank DDDD for taking the time to be my external examiner.
Many other people have helped and contributed their time to the research of this thesis. My thanks to EEEE, and FFFF for their invaluable comments and suggestions. I would also like to take this opportunity to express my gratitude toward everyone in the English Department of AAA University, especially GGGG, HHHH, for their valuable suggestions and help in these two years of study as well as their friendship. Thanks to all the other friends I have made at AAA University for making my stay at AAA an enjoyable period of time.
I will always be indebted to my family, especially my parents IIII and JJJJ. I would like to thank them for their support and confidence in me. My gratitude goes to everyone at home. This thesis would not have been possible without all their kindness and encouragement.