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Hypothesis In Second Language Acquisition

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Interaction hypothesis research has started from twenty five years ago. This hypothesis emphasizes on negotiation of meaning contributes acquisition. And a growing body of research has been done in this domain to find the effects of interlocutors' feedback on developing learners' language. In this respect correcting feedback (CF) which facilitate language development gained more attention than other aspects, since it helps learners to attend to some aspects of language that leads to incidental language learning.(long,1996). Moreover schmit's (2001) Noticing Hypothesis indicates that paying attention to form of language can enhance language acquisition, so that corrective feedback can be a good trigger for noticing.
Many researchers have …show more content…

He intensified that learners cannot learn features of grammar if not notice them. He postulated that input cannot be converted into intake for language learning unless learner noticed input this is his strong version of noticing hypothesishe. Further he suggested that nothing will be acquired if it is not attended. In his weak version of noticing hypothesis, noticing does not lead to acquisition but it facilitates it. In this aspect connectionists considered that acquisition is attained by frequent processing something that is available not by noticing. Venkatagiri, & Levis (2009) stated that noticing hypothesis implies that noticing is important and the initial stage of language acquisition and just considering automatic acquisition of second language will face learners with many challenges. Lightbown. & Spada (2006) mentioned that there is debate that whether learning takes place subconsciously or it should be noticed. Based on this hypothesis, distinguishing contrast between his own language structure and adult language construction is the first step in recognizing language system. Noticing hypothesis has some relation with corrective feedback studies in that awareness and noticing are essential in understanding different kinds of feedback and enhancing their advantages for language …show more content…

Muranoi (2000) in a comparative study compared function of three groups of Japanese college students; first group interact through recast and request for repetition through some tasks and explicit explanations of grammar was provided. Group two did some meaning focused activities and interaction enhancement activities and control group received no treatment. The results of this study showed that both first two groups outperformed the control group both on post-test and delayed post-test. However, the group with explicit description did better than other group that no explicit explanation was provided. Lyster (1998) also discovered that corrective effect of recasts that is hidden within them may not be noticed by learners. In another study Lyster (2004) studied the effects of prompts and recasts for grammatical point of gender acquisition in French. Prompts used in this study were metalinguistic cues, elicitation, repetition and clarification request. The result showed that prompts along with form-focused instruction were more efficient than recast combined with form-focus instruction. Lyster and Panova (2002) reported the same results in another study. Moreover, Haghani & Sedighi (2012) studied the benefits of using recasts and elicitation group and the result of their study on both post-test and delayed

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