Hey everyone

Today in this video I will explain you Input hypothesis, Noticing hypothesis, Interaction Hypothesis and pushed output
hypothesis most of them are related between them. And finally How can Noticing Hypothesis help students to learn L2?
also How can it help us as teachers?

First of all I’m going to explain Input hypothesis

The input hypothesis was proposed by bill van

patten
in the 1990s 2000s more recent
The input hypothesis, claims that humans acquire the language in only one way that is by understanding messages or by
receiving –

Input process suggest a number of ways which learnears go about processing the L2

One important principle is the "Primacy of Content Principle" and it proposes that learners process content word in the
input before anything else

The Noticing Hypothesis

First noticing means, to be aware of something and after paying attention and focusing

This hypothesis was developed by Richard Shmidt in the 1990’s that is recent and it was largely influenced by
Information processing.

Schmidt introduced the concept of intake so what do you mean by intake in order to understand the of the noticing
hypothesis I would be able to differentiate between input, intake and output so what do you mean by each. The noticing
hypothesis stipulates that input refers to the language that the learner is exposed to, however intake is that part of the
input that the learners actually notices and pays attention to notices and takes in their mind, so sometimes you might be
receiving language input, however you do not notice what is happening that is related to phonology or morphology or
syntax so when the learners notices the input, then we have output which is whatever the learner produces whether
orally or written.

According to Shmidt (1995) “the noticing hypothesis states that what learners notice in the input is what becomes intake
for learning”

Noticing does not of itself result in acquisition, but it is the essential starting point, Therefore, from the Noticing
Hypothesis viewpoint, L2 learners do not begin to aquire a language feature until they become aware of it in the input

There are a number of different factors which lead to noticing (Schmidt,1990)

1. Frequency
2. Perceptual salience (the noticeability of a feature)
3. Instructional strategies
4. Individual processing ability
5. Readiness to notice
6. Task demands (what learners need to accomplish using the target language)

This noticing Hypothesis is linked to the distinction between IMPLICIT and EXPLICIT learning

Implicit learning: Learning withour awareness of what is being learned

Implicit knowledge: Knowledge of the L2 that underlines the learner’s performance, but of which he or she is not directly
aware
Explicit learning: learning with explicit awareness of what is being learned

Explicit knowledge: Knowledge of the L2 (vocabulary,grammar rules, etc) of which learners are explicit aware.

The interaction Hypothesis this was suggested by Michael Long in 1980’s focused on Modified interaction and it’s drawl
and second language development concepts related to this hypothesis are corrective feedback negative feedback and
negation for a meaning what do we mean by all of these terms.

The Interaction Hypothesis emphasize the important role of conversational interactiom in second language acquisition.

This view suggest that

Modifications (changes) that happen during interactions between conversational (talking) partners facilitate
comprehension

Interactional modification make input comprehensible, hence enabling language acquisition

long focused on conversations between native and non-native speakers 1983 he pointed out native speakers
modify not only their speech the words they use when they talk to non-native speakers but also certain
features related to interaction
linguistic simplifications that is simplifying the structure of the words
used and certain modifications in the conversation examples elaboration as in
using more examples to make the idea
clearer slow speaking slow gestures
with the hands and maybe facial
expressions they help the learner
understand more what is being said
contextual cues these are kinds of clues
within the sentence that the learner
could connect the dots and understand
what is happening comprehension checks
that is asking questions like do you
understand did you get me is this clear
these are things that usually teachers
use with their students and maybe in
conversations they could happen requestsfor clarification this is similar to
number five but it's different it's the
other here it's like could you repeat
please okay or for example I did not
understand could you say this again
would say something like I beg your
Self repetition- just repeting the same sentences
Paraphrasing- repeating the same utterance and a different way using synonyms

Finally the pushed output Hypothesis

The notion of pushed output is grounded in Merril Swain’ data collection from a Canadian French immersion program.
Swain (1985, 1995) mentioned that immersion program in Canada proved that comprehensible input alone was
insufficient to ensure that learners achieve accuracy. Her observation showed that immersion learners did not gain the
ability for accurate production while they were fluent. Swain (1985) concluded that the lack of grammatical accuracy of
immersion learners could be attributable to the restricted chances to produce output or for being pushed to produce
output

As explained earlier, Swain (1985) devalued input as an important role for language acquisition. Her observation on
immersion program revealed that production was necessary for acquisition. Thus, Swain (1985) proposed the concept of
Pushed Output. What is meant by the concept of PO is that learners are “pushed” or “stretched” in their production as a
necessary part of making themselves understood.

according to her having to communicate

being forced to communicate in the
target language helps in improving
language because producing the target
language may be the trigger that forces
the learner to pay attention to the
means of expression they will notice
what they need to say and how to
structure their words in order to convey
that is to produce or show the meaning
they intent

benefits for output you definitely know

it advanced fluency and automaticity it
helps the learner and the lies
grammatical aspects it serves to draw
attention to gaps and this challenge of
having to produce words actually gives
the chance for improvement and finally
it elicits relevant input that is when
someone is engaged in communication with
another person and they have to carry a
conversation out to talk their partner
in the conversation especially if they
are a native speaker provide them with
input so it's an ongoing process of
input and output you know I'm listening
I'm receiving at the same time I'm
talking I'm producing it's a type of
exchange