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The noticing hypothesis is a theory within second-language acquisition that a learner cannot continue advancing their language abilities or grasp linguistic features unless they consciously notice the input. The theory was proposed by Richard Schmidt in 1990. [1]
One theory of language acquisition is the comprehensible output hypothesis. Developed by Merrill Swain , the comprehensible output ( CO ) hypothesis states that learning takes place when learners encounter a gap in their linguistic knowledge of the second language (L2).
Long's interaction hypothesis proposes that language acquisition is strongly facilitated by the use of the target language in interaction. Similarly to Krashen's Input Hypothesis, the Interaction Hypothesis claims that comprehensible input is important for language learning.
The study of grammar is helpful for second-language learners, and a lack of grammar knowledge can slow down the language-learning process. On the other hand, relying on grammar instruction as the primary means of learning the language is also detrimental. A balance between these two extremes is necessary for optimal language learning. [11]
The Output Hypothesis attributes three main functions to the production of language (output) that are relevant to language learning: The noticing/triggering function - in attempting to produce language, learners may become aware of a gap between their intended meaning and the form closest to that meaning that they can produce using their ...
Language learning involves formal instruction and, according to Krashen, is less effective than acquisition. [6] Learning in this sense is conception or conceptualisation: instead of learning a language itself, students learn an abstract, conceptual model of a language, a "theory" about a language (a grammar).
Developmental linguistics is the study of the development of linguistic ability in an individual, particularly the acquisition of language in childhood. It involves research into the different stages in language acquisition, language retention, and language loss in both first and second languages, in addition to the area of bilingualism. Before ...
Michael Hugh Long (1945 - February 21, 2021) was an American psycholinguist. He was a Professor of Second Language Acquisition at the University of Maryland, College Park.Long introduced the concept of focus on form, which entails bringing linguistic elements (e.g., vocabulary, grammatical structures, collocations) to students’ attention within the larger context of a meaning-based lesson in ...