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- Title
Enhancing Language Input to Promote Noticing Skills on Language Form: From Research to Practice.
- Authors
Cheng Lin, Keith
- Abstract
This article applies research findings in the area of the Noticing Hypothesis to help enhance English learners' awareness of the language form. This article first clarifies focus-on-forms, focus-on-form and form-focused instruction to provide a pedagogical framework for the instructional techniques presented. Then it considers research on input enhancement (i.e., target forms are made salient through bolding, etc.) that suggests a strategy to facilitate language learners' noticing of the language form. The article also considers both external factors (e.g., target form and instructed focus on meaning) and internal factors (e.g., communicative value, prior knowledge, and first language background) that contribute to success in noticing. To translate research into practice, this article introduces a conflated method of form-focused instruction as a practical way to apply research and theory for classroom teaching and learning. This method includes input enhancement combined with other instructional techniques, such as input flood, recast, explicit instruction, and multimodal input, considering the role of working memory capacity. The paper concludes with suggestions for future classroom research directions.
- Subjects
ENGLISH language education; CLASSROOM research; EXPLICIT instruction
- Publication
University of Sydney Journal in TESOL, 2023, Vol 2, p83
- ISSN
1834-4712
- Publication type
Article
- DOI
10.5281/zenodo.11146399