1. Learning & Acquisition
Learning is considered a conscious process where we focus on linguistic forms.
Acquisition is considered as a more natural way of learning a language because the form of the language is SECONDARY to DOING something with the language. We acquire the language UNCONSCIOUSLY.

2. Consciousness Being conscious means you you are paying attention
You have some degree of control
BUT We cannot attend to different things unless one of them is automatic
Limited processing space means learners find it hard to ATTEND to form and meaning AT THE SAME time

3. Attention/ noticing If you ATTEND to something you NOTICE it.
To acquire the grammar of a language, you need to notice aspects of the language.
Noticing is necessary for INPUT to be processed for FORM.

4. The noticing hypothesis
Learners must first consciously ‘notice’ some particular form in the input before any processing of that form can take place.

5. Why does noticing help the language learner
You become more aware of the language and thus more receptive to it.
You notice the gaps in your own knowledge.
Noticing is realised through FOCUS ON FORM APPROACHES
OR Fonf approaches.
The focus is STILL on communication but you draw learners’ attention to linguistic forms as they arise in natural, authentic communication

6. Noticing Influences on noticing (adapted from Skehan) NOTICING
QUALITY OF INPUT VARIATION BETWEEN
FREQUENCY & INDIVIDUALS – E.G. ARE
SALIENCE THEY READY? (CF zpd)
DEMANDS OF TASK
ON PROCESSING CAPCITY

7. Helping learners notice form whilst still being a communicative task
(See Ellis Task Based Learning)
Structure based production tasks (you need to use the structure to complete the task)
Input enrichment tasks (you make a particular structure stand out)
Consciousness raising tasks (these aim to get you to notice aspects of your IMPLICIT knowledge & develop explicit knowledge.

8. Implicit vs. Explicit Language Learning
Area
Implicit
Explicit
How the knowledge is represented
In chunks, lexical bundles or examples –called ‘exemplar’
Intuitive
Rule based
Getting and using the knowledge
Automatic and effortless
Fluent and skilled
Deliberate: (so needs more effort). Perhaps slower
How do we learn
Incidental/unaware
Inductive
Deductive/intentional
Noticed
Attention
Unconcious
Concious
What does the teacher do?
Unobrustive/none
Teacher intervenes/ often uses metalinguistic terms

9. An interface position consciousness raising Implicit explicit
Knowledge knowledge
automatization

10. Explicit learning does not mean the TEACHER TELLS you the rules.