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chapter1languageacquisitionandlanguagelearning
consistsinalteringthelearner’simplicitprocessingstrategieswiththeefectof
makingthemmoreattunedtothetargetlanguageinput,whichshouldresult
inincreasedefciencyofSLA(seee.g.Doughty2005,VanPatten1996,2004).
Asimplicitlearningisagradualprocesswhichissaidtobeulabouriouslyslow”
(N.C.Ellis1993:309),explicitlearningmayprovideashortcutresultinginan
increasedrateofsecondlanguageacquisition.
Muchoftheresearchdirectlyorindirectlyaddressingtheexplicit-implicit
interfaceissuehasbeenmotivatedbySchmidt’snoticinghypothesis(Schmidt
1990,1993,1995,2001),whichaddressedtheissueoftheroleofconsciousness
inlanguagelearninginthewayrelevanttomanydiferenttheoriesofsecond
languageacquisition.Inhisoriginalformulationofthehypothesis,Schmidt
(1990,1995)claimedthatlanguagelearningwithoutattentionisimpossibleand
thatawarenessatthelevelofnoticing(alsocalledfocalawareness),defined
asutheconsciousregistrationofsomeevent”(Schmidt1995:29)isnecessary
forselectinginputasintakeforL2learning.AsnotedbyEllis(2005b),inlater
formulationsSchmidtslightlymodifiedhispositiontoallowforthepossibility
ofnon-consciouslearningoflinguisticform,arguinginfavouroftheweaker
claimthatumoreattentionresultsinmorelearning”andthatupeoplelearn
aboutthethingstheyattendtoanddonotlearnmuchaboutthethingsthey
donotattendto”(Schmidt2001:30).Hestressedthatwhatmustbenoticed
areuelementsofthesurfacestructureofutterancesintheinput,instancesof
language,ratherthananyabstractrulesorprinciplesofwhichsuchinstances
mustbeexemplars”(Schmidt2001:5).Schmidt’sideasontheroleofnoticing
inSLAhavebeenatopicofgreatdebateintheSLAfield(seee.g.Tomlinand
Villa1994,Carroll1999,Gass1997,Robinson2005).Teclaimthatnoticing
contributestolanguagelearninghasbeenusedasanargumentinfavourof
diferenttypesofpedagogicalinterventionininstructedSLAdesignedtoinduce
noticingofrelevantfeaturesinL2input,e.g.focusonform(LongandRobinson
1998;Doughty1998,2005),processinginstruction(VanPatten1996,2004),and
inputenhancement(Sharwood-Smith1994,2007,Wong2005).
Schmidt(1990,1995,2001)hasalsomadeadistinctionbetweenawareness
atthelevelofnoticing,andawarenessatthelevelofunderstanding.Whilein
morerecentformulations(Schmidt2001)noticingisunderstoodinarestricted
senseandentailsawarenessataverylowlevelofabstraction,understanding
isviewedasawarenessathigherlevelsofabstraction.Tus,noticingrefersto
allocatingattentiontosurfacefeaturesanditemlearning,whereasbecoming
awareofstructuralregularitiesofalanguagebymakingcomparisonsacross
instancesanddiferentformsofmetalingusticreflectionareamatterof
understanding.AsSchmidtnotes,uahigherlevelofawareness(understanding)
isinvolvedincontrastsbetweenexplicitlearning(learningonthebasisof
consciousknowledge,insights,andhypotheses)andimplicitlearning(learning
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