Importance, Essential for learning in classrooms because language structures won't turn into mental intake unless students consciously notice them., Input vs. intake, Refers to Schmidt's (1990) idea that external language exposure only converts into internal intake when the learner explicitly catches or notices it., Focus on forms, Involves directing a learner's conscious attention toward specific grammar rules or vocabulary words during the learning process, Pedagogical principle, Guides teachers to intentionally create moments where students can spot and focus on second language input., Implicit learning, Proposes that keeping direct grammar lessons rare or infrequent might work best for natural, subconscious learning., Communicative ability, Argues that students must actively practice using language for real communication in order to grow and develop., Role of input, Combines the need for understandable language exposure with the mental process of catching differences between standard language and one's own speech., Learning mechanism, Explains that learners often pick up new language rules automatically just by spotting the distance between how they speak and the proper target form., Feedback importance, Emphasizes that conscious awareness and noticing must happen first before any true learning or intake can take place., Task repetition, Demonstrates that redoing the same activities after getting feedback helps improve a student's ability to notice and absorb the language., Authentic materials, Suggests that real-world texts should be used in ways that naturally help learners spot language features., Error correction, Points out that correcting mistakes—especially when it is delayed—can successfully spark student awareness and learning., Pedagogical strategies, Relies on specific teaching tools like reformulations, recasts, checks for understanding, and making input stand out to grab attention., Material development, Directs educators to build classroom tasks that naturally lead learners to notice language patterns, making acquisition smoother.

NOTICING HYPOTHESIS

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