ATTENTION, AWARENESS, AND INDIVIDUAL DIFFERENCES IN LANGUAGE LEARNING

@inproceedings{Schmidt2012ATTENTIONAA,
  title={ATTENTION, AWARENESS, AND INDIVIDUAL DIFFERENCES IN LANGUAGE LEARNING},
  author={Richard W. Schmidt},
  year={2012}
}
The Noticing Hypothesis—an hypothesis that input does not become intake for language learning unless it is noticed, that is, consciously registered (Schmidt, 1990, 2001)—has been around now for about two decades and continues to generate experimental studies, suggestions for L2 pedagogy, conference papers and controversy. To many people, the idea that SLA is largely driven by what learners pay attention to and become aware of in target language input seems the essence of common sense. In the… 

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