1. Reformulation and reconstruction
1.1. Reformulation
1.1.1. The student´s written work can be reformulated by the teacher so that it.
1.1.1.1. Reconstruction activities differ from reformulation activities in that activities in that the text to be constructed originates in the teacher.
2. Noticing the gap The learners may still fail to make us of corrective feedback.
3. Limited capacity processing
3.1. Involved in conscious attention, and that conscious processing during learning.
3.2. Van Patten - Hypothese 1. That a task involving attention to " non- communicative grammaticomorphological forms. 2. That attention to important lexical items would not adversely affect comprehension, and 3. That advanced learners would be better to direct attetion to form given their superior comprehension skills. Instruccion is apparently more beneficial when it is directed at how learners perceive and process input rather that when it is focussed on practice via output.
4. Salience
4.1. Input enhancement/Instruction
4.1.1. Input enhancement
4.1.1.1. Instruction Learners may nedd to hear (or see) target language repeatedly before it is integrated into their developing IL
4.1.1.2. This involves drawing the learner´s attention
5. Reestructuring
5.1. Process by which learners reorganize their interlanguage in the light of new evidence about the target language
6. Consciouness
6.1. Role of consciouness in SLA
6.1.1. Ellis
6.1.1.1. Explict Knowledge
6.1.1.1.1. Knowledge of rules and items
6.1.1.2. Implicit knowledge Knowlegde intuitive and tacit
6.1.2. Krashen´s
6.1.2.1. Believes that learning is a result of conscious process and adquisition
6.1.2.1.1. Explicit Knowledge to one based on the comprehension of messages alone, where Knowledge grammar is implicit.
6.1.3. Schmidt (1990) suggests that the role of consciousness has been understimated
7. Types of conscioness
7.1. Classification of Schmidt
7.1.1. Awareness
7.1.1.1. In language learning terms, let us say, the past tense
7.1.2. Intention
7.1.2.1. Refers to the volitional aspect
7.1.3. Knowledge
7.1.3.1. Is that the explicit/implicit division is best understood
8. Presentation, Practice, Production (PPP) Model of teaching
8.1. Implications fos the classroom
8.1.1. The item to be noticed ahould be significant for the learner. It should be salient, be frequent, requiere attention to processing of form, not requiere simultaneous attention to processing of meaning and there should be time to notice the item.
8.2. Presentation, Practice, Production (PPP) Model of teaching
8.2.1. Depending on the skill and clarity of the teacher
8.2.1.1. The learner see the subject, tasks and projects
9. Noticing
9.1. Highlighting the form
9.1.1. Conscious awareness of salient features in the input.
9.1.1.1. Noticing the gap