About this workshop
Introduction
This workshop is divided into two parts: in the first, we define noticing as a cognitive phenomenon and discuss how it may emerge in interaction. We cover the following topics: the noticing hypothesis (Schmidt, 1990), attention allocation in learning, noticing in conversation analysis (CA), and evidence of noticing in interaction. In the second, we focus on one area that brings together noticing and feedback in interaction: recasts.
Time commitment
45 minutes
Before you start
Download the pre-workshop handout, and consider the following questions:
1) What is noticing?
2) What types of corrective feedback do you use in teaching, or have you experienced as a second language learner?
3) Write down a few examples from your classes or personal experiences when corrective feedback has been effective or ineffective. You can refer to and analyze throughout the workshop. What do you have questions about?
Workshop videos
I. Noticing
1) What is noticing?
2) How has noticing been researched in the past?
Documents
Quizzes