Attention and Noticing

Definition

Attention and noticing refer to the cognitive processes involved in becoming aware of language forms and structures during language learning. This concept highlights the importance of actively focusing on linguistic elements, which can enhance understanding and retention of a second language. It emphasizes that learners must not only hear or read language input but also consciously recognize and process specific language features for effective learning to occur.

5 Must Know Facts For Your Next Test

1. Attention and noticing are critical for learners to process linguistic forms; without them, even rich input may go unnoticed, hindering acquisition.
2. Noticing can lead to increased awareness of grammatical structures and vocabulary, making them more accessible for future use.
3. The effectiveness of attention and noticing is influenced by factors such as the learner's motivation, anxiety levels, and the complexity of the input.
4. Learners who engage in tasks requiring attention to form are likely to achieve higher levels of proficiency compared to those who focus solely on meaning.
5. Research suggests that incorporating activities that promote noticing, like focused tasks or explicit grammar instruction, can enhance second language learning outcomes.

Review Questions

• How do attention and noticing impact second language acquisition in learners?
  • Attention and noticing significantly impact second language acquisition by enabling learners to consciously focus on and recognize linguistic elements in the input they receive. When learners pay attention to specific language features, they are more likely to internalize them, facilitating their ability to use these structures in speaking or writing. This active engagement with language helps bridge the gap between comprehension and production.
• Discuss the relationship between attention, noticing, and the Input Hypothesis in second language learning.
  • The relationship between attention, noticing, and the Input Hypothesis is crucial for effective language acquisition. The Input Hypothesis posits that learners benefit from exposure to language input that is slightly beyond their current level. For this input to be beneficial, learners must pay attention and notice relevant language forms within it. Without this focused awareness, even comprehensible input may fail to facilitate actual learning since learners might not recognize the linguistic features necessary for their progression.
• Evaluate the role of feedback in enhancing attention and noticing during second language learning processes.
  • Feedback plays a vital role in enhancing attention and noticing as it provides learners with information about their performance, helping them identify areas for improvement. By receiving feedback on their use of language, learners are prompted to pay closer attention to specific forms and structures they may have overlooked. This process encourages more mindful engagement with the language, leading to better noticing of patterns and rules, ultimately contributing to more effective language acquisition.

Related terms

Input Hypothesis:

A theory proposed by Stephen Krashen suggesting that language learners acquire language most effectively when they are exposed to input that is slightly above their current proficiency level.

Interlanguage: The evolving linguistic system that a learner creates while acquiring a second language, influenced by both their native language and the target language.

Feedback: Information provided to learners about their performance in language use, which can help them identify errors and improve their understanding of the language.