The comparative effectiveness of noticing in language learning
Küçük Resim Yok
Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Walter de Gruyter Gmbh
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The Noticing Hypothesis holds that input does not become intake during language learning unless it is noticed. The hypothesis has been tested and evaluated in many empirical studies for more than two decades, either supported or criticized. This study shares the findings on the comparative effectiveness of noticing treatments gathered and evaluated from various empirical studies that were carried out in different countries. The results of the studies reflect the potentials of noticing treatments in second language/foreign language -L2- instruction/learning and touch upon the validity of the Noticing Hypothesis. The results of the reviewed studies also showed that noticing through output oriented tasks generates higher level of perception of L2 knowledge.
Açıklama
Anahtar Kelimeler
The Noticing Hypothesis, Noticing, Implicit/explicit Knowledge, Input, Intake, Language Learning, Explicit, Grammar, Acquisition, Perspective, Feedback, Implicit, Recasts, Output
Kaynak
Iral-International Review of Applied Linguistics in Language Teaching
WoS Q Değeri
Q3
Scopus Q Değeri
N/A
Cilt
56
Sayı
4
Künye
Ögeyik, M. C. (2018). The comparative effectiveness of noticing in language learning. International Review of Applied Linguistics in Language Teaching, 56(4), 377-400.
