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<title>Noticing hypothesis</title>

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<span id="openzim-page-title" class="mw-page-title-main"><span class="mw-page-title-main">Noticing hypothesis</span></span>

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<p>The <b>noticing hypothesis</b> is a theory within <a href="Second-language_acquisition" title="Second-language acquisition">second-language acquisition</a> that a learner cannot continue advancing their language abilities or grasp linguistic features unless they consciously notice the input. The theory was proposed by <a href="Richard_Schmidt_(linguist)" title="Richard Schmidt (linguist)">Richard Schmidt</a> in 1990.<sup id="cite_ref-Schmidt1990_1-0" class="reference"><a href="#cite_note-Schmidt1990-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup>

</p><p>The noticing hypothesis explains the change from linguistic input into intake and is considered a form of conscious processing. It is exclusive from attention and understanding, and has been criticized within the field of psychology and second language acquisition. Schmidt and Frota studied noticing in Schmidt as a <a href="Portuguese_language" title="Portuguese language">Portuguese language</a> learner and collected their findings through <a href="Diary_studies" title="Diary studies">diary study</a> and audio recordings. The hypothesis was modified in 1994 in light of criticism.

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<div class="mw-heading mw-heading2"><h2 id="Overview">Overview</h2></div>

<p>Schmidt posited that a learner cannot continue advancing their language abilities or grasp linguistic features unless they are consciously processing the input, and that what the learner actually notices is called "intake".<sup id="cite_ref-Schmidt1990_1-1" class="reference"><a href="#cite_note-Schmidt1990-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> This definition differs from that of Krashen's <a href="Input_hypothesis" title="Input hypothesis">input hypothesis</a> in which intake is similar to comprehensible input, and that of Chaudron which separates intake into preliminary intake and final intake.<sup id="cite_ref-Schmidt1990_1-2" class="reference"><a href="#cite_note-Schmidt1990-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> Therefore in order for the language someone is hearing to become salient and sent to long term memory where it can be used naturally, the learner must first actively be aware of aspects of language being presented to them.

</p><p>Other terms that fall under the concept of conscious processing that was put forth by previous researchers include <a href="Attention" title="Attention">attention</a>, <a href="Short-term_memory" title="Short-term memory">short-term memory</a>, control vs. automatic processing, and serial vs. <a href="Parallel_processing_(psychology)" title="Parallel processing (psychology)">parallel processing</a>, but these topics were not unified under a single concept until Schmidt.<sup id="cite_ref-Schmidt1990_1-3" class="reference"><a href="#cite_note-Schmidt1990-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> Schmidt argued that noticing is not a replacement or a synonym for attention or any other term previously existing, but rather its own function in second language acquisition.

</p><p><a href="Susan_Gass" title="Susan Gass">Susan Gass</a> put forth a suggestion of a second noticing process. In this case, learners notice the gaps between their knowledge of the second language and that of what a native speaker would say.<sup id="cite_ref-2" class="reference"><a href="#cite_note-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup>

</p><p>"Noticing" differs from "understanding" in that the former refers to a finite moment where an aspect of language is understood and added to <a href="Long-term_memory" title="Long-term memory">long term memory</a>, rather than a general knowledge.<sup id="cite_ref-Schmidt2010_3-0" class="reference"><a href="#cite_note-Schmidt2010-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup>

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<div class="mw-heading mw-heading2"><h2 id="Discovery">Discovery</h2></div>

<p>Schmidt's hypothesis stemmed from his own experiences within learning Portuguese in Brazil. In which he attended a five week course in the language, speaking to native speakers as supplement.<sup id="cite_ref-Schmidt1990_1-4" class="reference"><a href="#cite_note-Schmidt1990-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> Through working with Sylvia Frota and conducting monthly conversation recordings, they found that although explicit teaching of forms did not always become intake, linguistic features that he had been previously exposed to did not become apparent until they had been directly pointed out to him. Only after noticing something did Schmidt begin to use it.<sup id="cite_ref-Schmidt1990_1-5" class="reference"><a href="#cite_note-Schmidt1990-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> While noticing and the emergence of language appeared to be connected, Schmidt also noted that he repeated things that the other speaker said only in that conversation, but it did not become intake, nor did he use it in future conversations.<sup id="cite_ref-Schmidt1990_1-6" class="reference"><a href="#cite_note-Schmidt1990-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup>

</p><p>The noticing process was first tracked through <a href="Diary_studies" title="Diary studies">journal entries</a> and recordings in Schmidt and Frota's 1986 study, in which a linguistic form was noticed and used more than once but not written down.<sup id="cite_ref-Schmidt1990_1-7" class="reference"><a href="#cite_note-Schmidt1990-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> Due to inconsistencies of memory, the main support for the noticing hypothesis comes from controlled environments. According to Cherry (1953) and Kahneman and Treisman (1984) in an auditory shadowing study, subjects could concentrate on one auditory input but not two simultaneously. The input that was not focused on could only be recalled from the short-term memory if the input had stopped immediately before the task of recalling was asked.<sup id="cite_ref-Schmidt1990_1-8" class="reference"><a href="#cite_note-Schmidt1990-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> Therefore, Schmidt posits that input needs to be focused on explicitly to make it into the long-term memory.<sup id="cite_ref-Schmidt1990_1-9" class="reference"><a href="#cite_note-Schmidt1990-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup>

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<div class="mw-heading mw-heading2"><h2 id="Amendments_to_the_hypothesis">Amendments to the hypothesis</h2></div>

<p>Four years after the original hypothesis was delivered, Schmidt updated it. He stated that noticing is helpful but is not required to learn different linguistic features of a language. He proposed that being able to notice more leads to more learning. However, it is not necessary for all learners to notice.<sup id="cite_ref-4" class="reference"><a href="#cite_note-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup>

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<div class="mw-heading mw-heading2"><h2 id="Criticisms">Criticisms</h2></div>

<p>The noticing hypothesis has received criticism from John Truscott, on two grounds. First, he argued that the basis for the noticing hypothesis in <a href="Cognitive_psychology" title="Cognitive psychology">cognitive psychology</a> is unclear. Second, he argued that there is even less certainty over how to interpret the noticing hypothesis in the field of <a href="Language_acquisition" title="Language acquisition">language acquisition</a>. Because Schmidt's hypothesis does not specifically target the grammar of natural language, the noticing hypothesis is too vague.<sup id="cite_ref-Truscott1998_5-0" class="reference"><a href="#cite_note-Truscott1998-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup> Truscott argues that the noticing hypothesis should be limited to describing <a href="Metalinguistic_knowledge" class="mw-redirect" title="Metalinguistic knowledge">metalinguistic knowledge</a> and not overall language competence.<sup id="cite_ref-Truscott1998_5-1" class="reference"><a href="#cite_note-Truscott1998-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup>

</p><p>Tomlin and Villa (1994) argued that the use of diary studies was not an appropriate choice of material for this research as the actual instance of noticing is a short time frame compared to what the diary can encompass, but overall agreed with the idea that attention must exist for learning to take place. Meanwhile, Gass (1997) proposed that not all learning requires input, and Schlachter states that certain aspects of language do not require noticing while others do.<sup id="cite_ref-Schmidt2010_3-1" class="reference"><a href="#cite_note-Schmidt2010-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> Caroll (2006) argued that input in the environment does not contain the information needed to acquire a language and therefore invalidates the noticing hypothesis.

</p><p>Nick Ellis also found that Schmidt's hypothesis misconstrued the processes of <a href="Implicit_learning" title="Implicit learning">implicit learning</a>. Ellis stated that noticing occurs only with new linguistic features that the learner encounters which they may find to be difficult.<sup id="cite_ref-6" class="reference"><a href="#cite_note-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup>

</p><p>There is debate over whether learners must consciously notice something, or whether the noticing can be subconscious to some degree.<sup id="cite_ref-7" class="reference"><a href="#cite_note-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup>

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<div class="mw-heading mw-heading2"><h2 id="Areas_of_further_research">Areas of further research</h2></div>

<p>There exists little research regarding concepts such as cognitive style, depth of processing, self-regulation, and executive attention in the scope of the noticing hypothesis.<sup id="cite_ref-Schmidt2010_3-2" class="reference"><a href="#cite_note-Schmidt2010-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup>

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<div class="mw-heading mw-heading2"><h2 id="References">References</h2></div>

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</style><cite id="CITEREFSchmidt1990" class="citation journal cs1"><a href="Richard_Schmidt_(linguist)" title="Richard Schmidt (linguist)">Schmidt, Richard</a> (1990). "The role of consciousness in second language learning". <i><a href="Applied_Linguistics_(journal)" title="Applied Linguistics (journal)">Applied Linguistics</a></i>. <b>11</b> (2): <span class="nowrap">129–</span>158. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1093%2Fapplin%2F11.2.129">10.1093/applin/11.2.129</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:16247450">16247450</a>.</cite></span>

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<li id="cite_note-2"><span class="mw-cite-backlink"><b><a href="#cite_ref-2">^</a></b></span> <span class="reference-text"><cite id="CITEREFGass1988" class="citation journal cs1"><a href="Susan_Gass" title="Susan Gass">Gass, Susan M.</a> (June 1988). "Integrating research areas: a framework for second language studies". <i><a href="Applied_Linguistics_(journal)" title="Applied Linguistics (journal)">Applied Linguistics</a></i>. <b>9</b> (2): <span class="nowrap">198–</span>217. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1093%2Fapplin%2F9.2.198">10.1093/applin/9.2.198</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:145622361">145622361</a>.</cite></span>

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<li id="cite_note-Schmidt2010-3"><span class="mw-cite-backlink">^ <a href="#cite_ref-Schmidt2010_3-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-Schmidt2010_3-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-Schmidt2010_3-2"><sup><i><b>c</b></i></sup></a></span> <span class="reference-text"><cite id="CITEREFSchmidt2012" class="citation book cs1"><a href="Richard_Schmidt_(linguist)" title="Richard Schmidt (linguist)">Schmidt, Richard</a> (2012). "Attention, awareness, and individual differences in language learning". In Chan, Wai Meng; Chin, Kwee Nyet; Bhatt, Sunil Kumar; Walker, Izumi (eds.). <i>Perspectives on individual characteristics and foreign language education</i>. Studies in second and foreign language education. Vol. 6. Berlin: <a href="Walter_de_Gruyter" class="mw-redirect" title="Walter de Gruyter">Walter de Gruyter</a>. pp. <span class="nowrap">27–</span>50. <a href="CiteSeerX_(identifier)" class="mw-redirect" title="CiteSeerX (identifier)">CiteSeerX</a> <span class="id-lock-free" title="Freely accessible"><a rel="nofollow" class="external text" href="https://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.696.42">10.1.1.696.42</a></span>. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1515%2F9781614510932.27">10.1515/9781614510932.27</a>. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>9781614510956</bdi>. <a href="OCLC_(identifier)" class="mw-redirect" title="OCLC (identifier)">OCLC</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/oclc/839663444">839663444</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:147472093">147472093</a>.</cite></span>

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<li id="cite_note-4"><span class="mw-cite-backlink"><b><a href="#cite_ref-4">^</a></b></span> <span class="reference-text"><cite id="CITEREFHulstijnSchmidt1994" class="citation journal cs1">Hulstijn, Jan H.; <a href="Richard_Schmidt_(linguist)" title="Richard Schmidt (linguist)">Schmidt, Richard</a> (1994). <a rel="nofollow" class="external text" href="https://www.researchgate.net/publication/254771816">"Guest editors' introduction: Consciousness in second language learning"</a>. <i>AILA Review</i>. <b>11</b>: <span class="nowrap">5–</span>10.</cite></span>

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<li id="cite_note-Truscott1998-5"><span class="mw-cite-backlink">^ <a href="#cite_ref-Truscott1998_5-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-Truscott1998_5-1"><sup><i><b>b</b></i></sup></a></span> <span class="reference-text"><cite id="CITEREFTruscott1998" class="citation journal cs1">Truscott, John (April 1998). "Noticing in second language acquisition: a critical review". <i><a href="Second_Language_Research" title="Second Language Research">Second Language Research</a></i>. <b>14</b> (2): <span class="nowrap">103–</span>135. <a href="CiteSeerX_(identifier)" class="mw-redirect" title="CiteSeerX (identifier)">CiteSeerX</a> <span class="id-lock-free" title="Freely accessible"><a rel="nofollow" class="external text" href="https://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.860.4513">10.1.1.860.4513</a></span>. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1191%2F026765898674803209">10.1191/026765898674803209</a>. <a href="JSTOR_(identifier)" class="mw-redirect" title="JSTOR (identifier)">JSTOR</a> <a rel="nofollow" class="external text" href="https://www.jstor.org/stable/43104580">43104580</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:145805300">145805300</a>.</cite></span>

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<li id="cite_note-6"><span class="mw-cite-backlink"><b><a href="#cite_ref-6">^</a></b></span> <span class="reference-text"><cite id="CITEREFEllis2005" class="citation journal cs1">Ellis, Nick C. (June 2005). <a rel="nofollow" class="external text" href="https://deepblue.lib.umich.edu/handle/2027.42/139748">"At the interface: dynamic interactions of explicit and implicit language knowledge"</a>. <i><a href="Studies_in_Second_Language_Acquisition" title="Studies in Second Language Acquisition">Studies in Second Language Acquisition</a></i>. <b>27</b> (2): <span class="nowrap">305–</span>352. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1017%2FS027226310505014X">10.1017/S027226310505014X</a>. <a href="Hdl_(identifier)" class="mw-redirect" title="Hdl (identifier)">hdl</a>:<span class="id-lock-free" title="Freely accessible"><a rel="nofollow" class="external text" href="https://hdl.handle.net/2027.42%2F139748">2027.42/139748</a></span>. <a href="JSTOR_(identifier)" class="mw-redirect" title="JSTOR (identifier)">JSTOR</a> <a rel="nofollow" class="external text" href="https://www.jstor.org/stable/44486825">44486825</a>.</cite></span>

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<li id="cite_note-7"><span class="mw-cite-backlink"><b><a href="#cite_ref-7">^</a></b></span> <span class="reference-text"><cite id="CITEREFLightbownSpada2006" class="citation book cs1">Lightbown, Patsy; Spada, Nina Margaret (2006). "Explaining second language learning". <i>How languages are learned</i>. Oxford handbooks for language teachers (3rd ed.). Oxford; New York: <a href="Oxford_University_Press" title="Oxford University Press">Oxford University Press</a>. pp. <span class="nowrap">29–</span>50, 44f. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>9780194422246</bdi>. <a href="OCLC_(identifier)" class="mw-redirect" title="OCLC (identifier)">OCLC</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/oclc/62796030">62796030</a>.</cite></span>

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</style><div id="Second-language_acquisition372" style="font-size:114%;margin:0 4em"><a href="Second-language_acquisition" title="Second-language acquisition">Second-language acquisition</a></div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">General</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em">

<ul><li><a href="Outline_of_second-language_acquisition" title="Outline of second-language acquisition">Outline</a></li>

<li><a href="List_of_common_misconceptions_about_language_learning" title="List of common misconceptions about language learning">Common misconceptions</a></li></ul>

</div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Subfields</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em">

<ul><li><a href="Second_language_attrition" class="mw-redirect" title="Second language attrition">Attrition</a></li>

<li><a href="Second-language_acquisition_classroom_research" title="Second-language acquisition classroom research">Classroom research</a></li>

<li><a href="Second-language_education" class="mw-redirect" title="Second-language education">Education</a></li>

<li><a href="Second_language_phonology" class="mw-redirect" title="Second language phonology">Phonology</a></li>

<li><a href="Second_language_writing" title="Second language writing">Writing</a></li></ul>

</div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Learners</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em">

<ul><li><a href="Multilingualism" title="Multilingualism">Multilingualism</a></li>

<li><a href="Heritage_language_learning" title="Heritage language learning">Heritage language</a></li>

<li><a href="Multi-competence" title="Multi-competence">Multi-competence</a></li></ul>

</div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Learner language</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em">

<ul><li><a href="Contrastive_analysis" title="Contrastive analysis">Contrastive analysis</a></li>

<li><a href="Contrastive_rhetoric" title="Contrastive rhetoric">Contrastive rhetoric</a></li>

<li><a href="Error_(linguistics)" title="Error (linguistics)">Error (linguistics)</a></li>

<li><a href="Error_analysis_(linguistics)" title="Error analysis (linguistics)">Error analysis</a></li>

<li><a href="Error_treatment_(linguistics)" title="Error treatment (linguistics)">Error treatment</a></li>

<li><a href="Interlanguage" title="Interlanguage">Interlanguage</a></li>

<li><a href="Silent_period" title="Silent period">Silent period</a></li></ul>

</div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Linguistic factors</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em">

<ul><li><a href="Language_transfer" title="Language transfer">Language transfer</a></li>

<li><a href="Linguistic_universal" title="Linguistic universal">Linguistic universal</a></li>

<li><a href="Word_lists_by_frequency" class="mw-redirect" title="Word lists by frequency">Word lists by frequency</a></li></ul>

</div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="Individual_variation_in_second_language_acquisition" class="mw-redirect" title="Individual variation in second language acquisition">Individual variation</a></th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em">

<ul><li><a href="Language-learning_aptitude" title="Language-learning aptitude">Language-learning aptitude</a></li>

<li><a href="Critical_period_hypothesis" title="Critical period hypothesis">Critical period hypothesis</a></li>

<li><a href="Motivation_in_second-language_learning" title="Motivation in second-language learning">Motivation</a></li>

<li><a href="Willingness_to_communicate" title="Willingness to communicate">Willingness to communicate</a></li>

<li><a href="Foreign_language_anxiety" title="Foreign language anxiety">Foreign language anxiety</a></li>

<li><a href="Metalinguistic_awareness" title="Metalinguistic awareness">Metalinguistic awareness</a></li></ul>

</div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Strategies</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em">

<ul><li><a href="Language_learning_strategies" title="Language learning strategies">Language learning strategies</a></li>

<li><a href="Communication_strategies_in_second_language_acquisition" class="mw-redirect" title="Communication strategies in second language acquisition">Communication strategies</a></li>

<li><a href="Code-switching" title="Code-switching">Code-switching</a></li>

<li><a href="Good_language_learner_studies" title="Good language learner studies">Good language learner studies</a></li></ul>

</div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="Theories_of_second-language_acquisition" title="Theories of second-language acquisition">SLA hypotheses</a></th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em">

<ul><li><a href="Competition_model" title="Competition model">Competition model</a></li>

<li><a href="Comprehensible_output" title="Comprehensible output">Comprehensible output</a></li>

<li><a href="Connectionism" title="Connectionism">Connectionism</a></li>

<li><a href="Dynamic_approach_to_second_language_development" class="mw-redirect" title="Dynamic approach to second language development">Dynamic Systems Theory</a></li>

<li><a href="Generative_second-language_acquisition" title="Generative second-language acquisition">Generative second-language acquisition</a></li>

<li><a href="Input_hypothesis" title="Input hypothesis">Input hypothesis</a></li>

<li><a href="Interaction_hypothesis" title="Interaction hypothesis">Interaction hypothesis</a></li>

<li><a href="Interface_hypothesis" title="Interface hypothesis">Interface hypothesis</a></li>

<li><a href="Interface_position" title="Interface position">Interface position</a></li>

<li><a href="Processability_theory" title="Processability theory">Processability theory</a></li>

<li><a href="Order_of_acquisition" title="Order of acquisition">Order of acquisition</a></li>

<li><a href="Skill-based_theories_of_second-language_acquisition" title="Skill-based theories of second-language acquisition">Skill-based theories</a></li></ul>

</div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="Second_language_acquisition_classroom_research" class="mw-redirect" title="Second language acquisition classroom research">In the classroom</a></th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em">

<ul><li><a href="Focus_on_form" title="Focus on form">Focus on form</a></li>

<li><a href="Input_enhancement" title="Input enhancement">Input enhancement</a></li></ul>

</div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Aptitude tests</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em">

<li><a href="CANAL-F" title="CANAL-F">CANAL-F</a></li></ul>

</div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Notable researchers</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em">

<ul><li><a href="Charles_Alderson" title="Charles Alderson">Alderson</a></li>

<li><a href="Alexander_Arg%C3%BCelles" title="Alexander Argüelles">Argüelles</a></li>

<li><a href="Ellen_Bialystok" title="Ellen Bialystok">Bialystok</a></li>

<li><a href="John_Bissell_Carroll" title="John Bissell Carroll">Carroll</a></li>

<li><a href="Scott_Crossley" title="Scott Crossley">Crossley</a></li>

<li><a href="Kata_Csiz%C3%A9r" title="Kata Csizér">Csizér</a></li>

<li><a href="Alister_Cumming" title="Alister Cumming">Cumming</a></li>

<li><a href="H._Douglas_Brown" title="H. Douglas Brown">Brown</a></li>

<li><a href="Martin_Bygate" title="Martin Bygate">Bygate</a></li>

<li><a href="Pit_Corder" title="Pit Corder">Corder</a></li>

<li><a href="Zolt%C3%A1n_D%C3%B6rnyei" title="Zoltán Dörnyei">Dörnyei</a></li>

<li><a href="Nick_Ellis" title="Nick Ellis">Ellis</a></li>

<li><a href="Rod_Ellis" title="Rod Ellis">Ellis</a></li>

<li><a href="Susan_M._Ervin-Tripp" title="Susan M. Ervin-Tripp">Ervin-Tripp</a></li>

<li><a href="Suzanne_Flynn" title="Suzanne Flynn">Flynn</a></li>

<li><a href="Paul_van_Geert" title="Paul van Geert">van Geert</a></li>

<li><a href="David_W._Green_(psychologist)" title="David W. Green (psychologist)">Green</a></li>

<li><a href="Fran%C3%A7ois_Grosjean" title="François Grosjean">Grosjean</a></li>

<li><a href="Martin_Guardado" title="Martin Guardado">Guardado</a></li>

<li><a href="Luke_Harding" title="Luke Harding">Harding</a></li>

<li><a href="Scott_Jarvis_(linguist)" title="Scott Jarvis (linguist)">Jarvis</a></li>

<li><a href="Keith_Johnson_(applied_linguist)" title="Keith Johnson (applied linguist)">Johnson</a></li>

<li><a href="Judit_Kormos" title="Judit Kormos">Kormos</a></li>

<li><a href="Stephen_Krashen" title="Stephen Krashen">Krashen</a></li>

<li><a href="Judith_F._Kroll" title="Judith F. Kroll">Kroll</a></li>

<li><a href="Diane_Larsen-Freeman" title="Diane Larsen-Freeman">Larsen-Freeman</a></li>

<li><a href="Wander_Lowie" title="Wander Lowie">Lowie</a></li>

<li><a href="Alison_Mackey" title="Alison Mackey">Mackey</a></li>

<li><a href="Brian_MacWhinney" title="Brian MacWhinney">MacWhinney</a></li>

<li><a href="Rosa_Manch%C3%B3n" title="Rosa Manchón">Manchón</a></li>

<li><a href="Viorica_Marian" title="Viorica Marian">Marian</a></li>

<li><a href="Paul_Kei_Matsuda" title="Paul Kei Matsuda">Matsuda</a></li>

<li><a href="Stephen_Matthews_(linguist)" title="Stephen Matthews (linguist)">Matthews</a></li>

<li><a href="Jurgen_M._Meisel" title="Jurgen M. Meisel">Meisel</a></li>

<li><a href="Carol_Myers-Scotton" title="Carol Myers-Scotton">Myers-Scotton</a></li>

<li><a href="Paul_Nation" title="Paul Nation">Nation</a></li>

<li><a href="Lourdes_Ortega" title="Lourdes Ortega">Ortega</a></li>

<li><a href="Charlene_Polio" title="Charlene Polio">Polio</a></li>

<li><a href="Paul_Pimsleur" title="Paul Pimsleur">Pimsleur</a></li>

<li><a href="Wilga_Rivers" title="Wilga Rivers">Rivers</a></li>

<li><a href="Richard_Schmidt_(linguist)" title="Richard Schmidt (linguist)">Schmidt</a></li>

<li><a href="Norbert_Schmitt" title="Norbert Schmitt">Schmitt</a></li>

<li><a href="Carmen_Silva-Corvalan" title="Carmen Silva-Corvalan">Silva-Corvalan</a></li>

<li><a href="Dan_Slobin" title="Dan Slobin">Slobin</a></li>

<li><a href="Neomy_Storch" title="Neomy Storch">Storch</a></li>

<li><a href="Merrill_Swain" title="Merrill Swain">Swain</a></li>

<li><a href="Tracy_D._Terrell" title="Tracy D. Terrell">Terrell</a></li>

<li><a href="Michael_T._Ullman" title="Michael T. Ullman">Ullman</a></li>

<li><a href="Bill_VanPatten" title="Bill VanPatten">VanPatten</a></li>

<li><a href="Marjolijn_Verspoor" title="Marjolijn Verspoor">Verspoor</a></li>

<li><a href="Lydia_White" title="Lydia White">White</a></li>

</div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Associations</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em">

<ul><li><a href="European_Association_for_the_Teaching_of_Academic_Writing" title="European Association for the Teaching of Academic Writing">European Association for the Teaching of Academic Writing</a></li>

<li><a href="European_Second_Language_Association" title="European Second Language Association">EUROSLA</a></li></ul>

</div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Computational tools</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em">

<ul><li><a href="Coh-Metrix" title="Coh-Metrix">Coh-Metrix</a></li>

<li><a href="L2_Syntactic_Complexity_Analyzer" title="L2 Syntactic Complexity Analyzer">L2 Syntactic Complexity Analyzer</a></li></ul>

</div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Journals</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em">

<ul><li><a href="Applied_Linguistics_(journal)" title="Applied Linguistics (journal)">Applied Linguistics</a></li>

<li><a href="Bilingualism%3A_Language_and_Cognition" title="Bilingualism: Language and Cognition">Bilingualism: Language and Cognition</a></li>

<li><a href="Language_Learning_(journal)" title="Language Learning (journal)">Language Learning</a></li>

<li><a href="Language_Testing" title="Language Testing">Language Testing</a></li>

<li><a href="Journal_of_Second_Language_Writing" title="Journal of Second Language Writing">Journal of Second Language Writing</a></li>

<li><a href="System_(journal)" title="System (journal)">System</a></li>

<li><a href="TESOL_Journal" title="TESOL Journal">TESOL Journal</a></li>

<li><a href="TESOL_Quarterly" title="TESOL Quarterly">TESOL Quarterly</a></li>

<li><a href="The_Modern_Language_Journal" title="The Modern Language Journal">The Modern Language Journal</a></li></ul>

</div></td></tr></tbody></table></div></div><div><div class="zim-footer">

This article is issued from <a class="external text" title="Last edited on 2025-07-12" href="https://en.wikipedia.org/wiki/?title=Noticing_hypothesis&oldid=1300109495">Wikipedia</a>. The text is available under <a class="external text" href="https://creativecommons.org/licenses/by-sa/4.0/deed.en">Creative Commons Attribution-Share Alike 4.0</a> unless otherwise noted. Additional terms may apply for the media files.

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