Noticing Hypothesis: A Brief Overview
Richard Schmidt's Noticing Hypothesis suggests that language learners need to consciously notice or become aware of the grammatical forms of a language to learn them effectively. It posits that simply being exposed to a language is not enough – learners must actively notice language features to acquire them.
Metkagram: Aiding Conscious Noticing
Metkagram embodies the principles of the Noticing Hypothesis through its design and features. The app's interactive flashcards highlight new words and phrases, encouraging users to pay attention to their form and usage. The flashcards' visual nature aids in grabbing learners' attention, thereby enhancing the noticing process.
Metkagram's Features: Supporting Noticing
Metkagram's sentence context feature presents new vocabulary within sentences, assisting learners in noticing grammatical patterns and the contextual use of words. The audio feature, which allows users to listen to native speaker pronunciations, facilitates noticing phonological aspects of the language.
Moreover, Metkagram’s spaced repetition system reinforces the noticing process. By reintroducing words and phrases at strategic intervals, the app ensures learners revisit and consciously notice language forms multiple times, aiding retention.
Metkagram and Noticing Hypothesis: An Effective Alliance
By facilitating conscious noticing, Metkagram aligns with Schmidt's Noticing Hypothesis, enhancing language learning efficiency. With its innovative features, Metkagram serves as a valuable tool for those seeking to acquire a new language.
For further exploration of the Noticing Hypothesis, consider:
1.
Schmidt, R. (1990). *The role of consciousness in second language learning*. Applied
Linguistics.
2. Schmidt, R. (1994). *Deconstructing consciousness in search of
useful definitions for applied linguistics*. AILA Review.
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