“Noticing hypothesis,”
Abstract
Since the 1990s, Schmidt's noticing hypothesis has been viewed as one of the most influential theoretical underpinnings in the SLA field for its contribution to the centralization of the roles of both attention and awareness (consciousness) in the L2 learning process. This entry provides a concise review of the major tenets of Schmidt's noticing hypothesis and, based on his hypothesis, the subsequent empirical findings on learners' cognitive processes involved during the early (intake) and later (knowledge) stages of the L2 learning process, as revealed by two online data‐elicitation procedures (think‐aloud protocols and eye‐trackers) employed to operationalize and measure the constructs of attention and awareness. Samples of psycholinguistics‐based classroom tasks and activities premised on the roles of attention, noticing, and depth of processing are provided, with pedagogical implications that warrant a renewed view of explicit learning, that is, learning with awareness, in the classroom setting.
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Computerized Task‐Based Exposure, Explicitness, Type of Feedback, and Spanish L2 Development
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Intentional and Incidental L2 Learning
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“First and foremost, it is considered a fundamental condition for learning that the learner notices the new words present in the language input and directs their attention to these elements (Leow, 2019; Schmidt, 1990; Winke, 2013).”
Implicit agent se -constructions
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Reading as a Stimulus for Incidental Vocabulary Acquisition
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- Authors
- Leow, R. P.
- Affiliations
- Georgetown University (US)
- Corresponding author
- Leow, Ronald P.
- ORCID
- Leow, Ronald P.
- Venue
- The TESOL Encyclopedia of English Language Teaching
- Publisher
- Wiley
- Published
- 2019-12-29
- Pages
- 1-7
- OpenAlex
- W4235320016
- Cited by
- 17
- References
- 16
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 4 · 2023: 3 · 2021: 4 · 2019: 1
- Type
- reference entry
- Language
- en
- Open access
- closed
- Locations
- The TESOL Encyclopedia of English Language Teaching (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › Subtitles and Audiovisual Media
- Keywords
- noticing hypothesis, second language acquisition, attention, awareness, consciousness, explicit learning, levels of processing, think-aloud, eye tracking, cognitive processes in language learning, classroom activities
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