Читать книгу The Concise Encyclopedia of Applied Linguistics - Carol A. Chapelle - Страница 176

Drawing from works in cognitive psychology and his own personal experience while learning Portuguese, Schmidt's (1990, and elsewhere) noticing hypothesis postulates that attention, which “is necessary in order to understand virtually every aspect of second language acquisition” (Schmidt, 2001, p. 3), controls access to awareness and is responsible for noticing. Noticing is “the necessary and sufficient condition for the conversion of input into intake” (Schmidt, 1990, p. 129). Intake in SLA is usually defined as a subset of the input that has been taken in by the learner but not necessarily internalized in the language system and occurs at a preliminary stage along the acquisitional process (e.g., Leow, 1993). Attention, according to Schmidt, is isomorphic with awareness and he rejects the idea of learning without awareness. In addition, Schmidt proposes a level of awareness that is higher than awareness at the level of noticing, namely, awareness at the level of understanding. Whereas awareness at the level of noticing leads to mere intake, this higher level of awareness promotes deeper learning marked by restructuring and system learning and is underscored by learners' ability to analyze, compare, and test hypotheses at this level.