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Hypotheses are possible ideas about language rules that learners form as they receive information.
Learners test their hypotheses by using language and these ideas change as new information is received.
Example A learner has noticed that English often uses the suffix -ness to form a noun from an adjective and so develops a hypothesis that this is a rule. The teacher gives them more information and the learner adjusts the hypothesis accordingly.
In the classroom Learners often make systematic errors as they test hypotheses. For example, overuse of the past -ed may be due to an incorrect hypothesis about past forms in English. Teachers can find out a lot about learners' current understanding of the new language from noticing the errors learners make.
Further links:
https://www.teachingenglish.org.uk/article/integrating-pronunciation-classroom-activities
https://www.teachingenglish.org.uk/article/theories-reading
https://www.teachingenglish.org.uk/article/presenting-new-language
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Learner output, hypothesis testing, and internalizing linguistic knowledge
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Applied Psycholinguistics, 33, 829–856.
Language development is frequently characterized as a process where learning proceeds implicitly, that is, incidentally and in absence of awareness of what was learned. This article reports the results of two experiments that investigated whether second language acquisition can also result in implicit knowledge. Adult learners were trained on an artificial language under incidental learning conditions and then tested by means of grammaticality judgments and subjective measures of awareness. The results indicate that incidental exposure to second language syntax can result in unconscious knowledge, which suggests that at least some of the learning in this experiment was implicit. At the same time, however, it was also found that conscious (but unverbalizable) knowledge was clearly linked to improved performance in the grammaticality judgment task.(Received September 17 2009)(Accepted March 14 2011)
C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (vol. 20). Oxford: Wiley-Blackwell., 2013
In Dai Wei-yang, Leung Yiu-nam and Michael Jenks (Eds.). New Perspectives on English Instruction: Teaching, Learning, and Assessing, Crane Publishing., 2009
Recent pedagogical theories have dismissed the role of explicit grammar instruction as well as isolated presentation of metalinguisitics information. Instead they promote methods for integrating grammar in communicative language teaching, so that learners are able to notice the properties of target structures in a meaningful and natural context. Against such trends, this paper argues that acquisition of L2 transitivity requires explicit and pre-emptive, rather than implicit and reactive, negative evidence which specifically provides L2 learners contrastive knowledge between L1 and L2. L2 transitivity is a fairly complex issue because in order to handle this linguistic aspect, learners need to acquire not only accurate lexical semantics and syntax, but also pragmatic appropriateness. Unlike grammatical accuracy, which is straightforwardly related to a specific form, appropriateness (i.e., a correct form in the right place) is often related to the ability to distinguish subtle semantic differences of forms in context, a skill not easily acquired from casual observation of input; therefore it is implausible that learners could acquire such knowledge without being instructed. Their task would become more complex if L1 and L2 express the same real-world event differently (e.g., transitively or intransitively). Empirical data is provided from L2 English and L2 Japanese studies, which show that even advanced learners fail to notice the mismatch between their interpretation and the native interpretation of an identical syntactic structure. This suggests that instruction should not only provide positive evidence, but also explicitly present specific differences between L1 and L2: negative evidence.
As one of the most influential theoretical underpinnings in second language acquisition (SLA),Noticing hypothesis hasbeen receiving an increasing amount of attention from researchers in this field over the last decades. However, there have been different perspectives on the role of Noticing.In order to provide multi-dimensional perspectives on Noticing Hypothesis, contribute to the exploration of the Noticing Hypothesis,and reaffirm the importance of this hypothesis in SLA, this paperwill briefly present the contents of the hypotheses by Schmidtand Robinson before presenting Krashen's perspective on the issue, which stood in contrast withthe other two. Also, the comparison between these perspectives will be made. Finally, a critical review on the work of Schmidt's noticing hypothesis will be presented.
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In addition, the results of this study favor guided inductive instructional approaches that support learning through hypothesis testing (Bley-Vroman, 1986). Learners are encouraged to take in and ...
Hypotheses. Hypotheses are possible ideas about language rules that learners form as they receive information. Learners test their hypotheses by using language and these ideas change as new information is received. A learner has noticed that English often uses the suffix -ness to form a noun from an adjective and so develops a hypothesis that ...
Language Learning is a journal devoted to theoretical issues in the learning of language, publishing papers from disciplines such as psychology, linguistics, and neuroscience. Learner hypotheses may be classified logically into two kinds depending on the relationship of the hypothesis to the data needed to test it.
Language Learning, 62, 1170 – 1204. doi: 10.1111/j.1467–9922.2012.00722.x. Kieffer and Lesaux investigated how derivational morphological awareness impacts English reading comprehension in sixth-grade students (n = 952) in southern California. The students came from different language backgrounds: native English, Spanish-speaking language ...
Abstract. This study investigates how output can be a process by which second language (L2) learners test out hypotheses about the L2 and the extent to which learner hypothesis testing attempts that result in non-target like (NTL) output are challenged by interlocutors. A picture-description task was used to collect data from 16 participants ...
This hypothesis-testing view of word learning is used in the formal analysis of language acquisition (e.g., [6] ), and stems from logic-based approaches to human concept learning [7] and a long line of inferential methods in the philosophy of science. Many developmental theories of language acquisition are built upon a rationale of hypothesis ...
Abstract. This study investigates how output can be a process by which second language (L2) learners. test out hypotheses about the L2 and the extent to which learner hypothesis testing attempts ...
The present paper presents further evidence for this proposal, and hence for a hypothesis-testing view of second language acquisition, on the basis of longitudinal data from English speaking children learning French in the Toronto French Immersion Program. A central question in the study of second langauge acquisition is: to what extent are ...
The Hypothesis Testing Approach to the Assessment of Language. In Stemmer B, Whitaker HA, editors, Handbook of the Neuroscience of Language. 1st ed. Amsterdam; London: Elsevier. 2008. p. 13-22 doi: 10.1016/B978-0-08-045352-1.00002-1
More recently, Swain (1995, 1998, 2000), refining the CO hypothesis developed in Swain (1985, 1993), proposed three different functions of output in SLA: it promotes noticing, it serves the second language learning process through hypothesis testing, and it serves as a metalinguistic function for language learners.