1. Consciousness
1.1. Awareness
1.1.1. Knowing something is there and paying more o less attention to it.
1.2. Intention
1.2.1. Consciousness which is deliberately focused on something
1.3. Knowledge
1.3.1. Explicit Knowledge
1.3.1.1. Knowledge of rules and items that exist in an analysed form so that learners are able to report what they know. (Ellis, 1994)
1.3.1.2. Learner's ability to articulate a grammatical rule.
1.3.2. Implicit Knowledge
1.3.2.1. Knowledge that is intuitive and tacit. It cannot be directly reported. (Ellis, 1994)
1.3.2.2. Unanalysed chunks of language the learner may be able to produce.
2. Noticing
2.1. Noticing the Gap
2.1.1. between the current state of their own interlanguage and the input.
2.1.2. Provides a way to include a role for correction.
2.2. Implications in the classroom
2.2.1. Conditions
2.2.1.1. Significant for the learner
2.2.1.2. Salient
2.2.1.3. Fequent
2.2.1.4. Attention to processing of form
2.2.1.5. Time to notice the item
2.2.2. Tasks
2.2.2.1. Tasks are a powerful determinant of what is noticed... what matters is how the task forces the material to be processed. (Schmidt, 1990)
2.2.2.1.1. Receptive skills tasks - Allows ss to engage with grammar.
2.2.2.1.2. Keep a learning diary - Ss notice the differences beween L1 and L2.
2.2.2.1.3. Short translation activities - Ss redraw attention to key aspects of the target structure.
2.2.2.1.4. Periods of silence - allow ss to reflect
3. Reformulation and Reconstruction
3.1. Reformulation
3.1.1. Provides two opportunities for noticing.
3.1.1.1. Initial noticing
3.1.1.1.1. Teacher reformulates individual learner utterances.
3.1.1.2. Focused noticing
3.1.1.2.1. Teacher explicitly directs learners' attention to the language items.
3.2. Reconstruction
3.2.1. the text to be reconstructed originates in the teacher.
3.2.2. Dictogloss Activity
3.2.2.1. provides opportunities for ss to notice the gap between the teacher's input and their own output.
4. Restructuring
4.1. The process by which learners reorganize their interlanguage in the light of new evidence about the target language. (Ellis, 1997).
4.2. Interlanguage development is characterized by U-shape development.
4.2.1. Restructuting occurs because language is a complex hierarchical system whose components interact in non-linear ways. Seen in these terms, an increase in error rate in one area may reflect an increase in complexity or accuracy in another. (Lightbown, 1985).