Open AccessA Study on Using Noticing Hypothesis to Improve Learners’ Language Input in Language Learning
Author(s) -
Li Pan
Publication year - 2022
Publication title -
journal of contemporary educational research
Language(s) - English
Resource type - Journals
eISSN - 2208-8474
pISSN - 2208-8466
DOI - 10.26689/jcer.v6i1.2896
Subject(s) - second language acquisition , computer science , field (mathematics) , language acquisition , linguistics , comprehension approach , artificial intelligence , natural language processing , cognitive science , psychology , natural language , mathematics education , mathematics , philosophy , pure mathematics
In 1967, more than fifty years ago, Corder introduced the concept of “input” in the second language acquisition (SLA) research field. In 1985, Krashen introduced the concept of “comprehensible input hypothesis.” In 1990, Schmidt introduced the concept of “noticing hypothesis” [1]. Today, “input” is becoming more and more popular in the research on second language acquisition. This paper tries to connect theories about input and noticing hypothesis in hope that the clear definition can be helpful to guide language teaching accordingly.