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The significance of noticing as an indispensable cognitive act for SLA
?
Is noticed feedback an effective element for error and mistake treatment?
Is noticed feedback an effective element for error and mistake treatment?
IDEA
“nothing in the target language is available for intake into a language learner’s existing system unless it is consciously noticed”
WHY
AWARE?
In order for learners to benefit from feedback they must be aware of the committed error or mistake.
In other words this error or mistake must be “noticed” in order for error treatment to occur. Simply, people learn what they pay attention and become aware of, and do not learn those things they do not attend to (Schmidt, 2010).
Without an awareness of the mistake (made evident through feedback) no treatment can take place, therefore repair does not occur simply because the learner does not know about the mistake until he/she notices it. “Learners must attend to and notice linguistic features of the input that they are exposed to if those forms are to become intake for learning”(Schmidt, 2010).
Schmidt’s definition
noticing:
detection (registration)
DEF
+
awareness
“noticing is the necessary and sufficient condition for converting input into intake”.
He further says that
“what must be attended to and noticed is not just the input in a global sense but whatever features of the input are relevant for the target system”
Noticing hypothesis
There is no doubt that noticing is crucial to language development of a learner, as indeed to human development.
Its importance for SLA is evident from comments like...
‘‘Unless we notice, we cannot be in a position to choose or act for ourselves”.
END
‘‘those who notice most, learn most’’
and
‘‘no noticing,
no acquisition’’.