A Closer Look at Noticing Hypothesis and Focus on Form: An Overview

Maryam Soleimani, Javad Abdeli


The teaching of language forms especially grammatical and linguistic forms has long occupied a sine qua non role in language classes and course syllabi. The emphasis on the teaching of form has sometimes emerged as the deductive instruction of grammatical structures for example, grammar translation method and sometimes has incarnated as the inductive instruction of grammar and structures for instance, Audio-lingual method (see Richards & Rodgers, 2002). The point in teaching grammar is not whether to teach it or not, but the question is how to teach it from among a wide range of pedagogical options open to language practitioners (see, e.g. Ellis, 1997., Celce- Murcia, 1991). In the last two decades the auspicious paradigm of focus on form and especially Scmidtt’s noticing hypothesis (Schmidtt, 1995) have gradually superseded the former methods of grammar teaching. The present article is an attempt to take a closer look on these two models and to consider some of their most prominent features and contributions in the last two decades.

Full Text:


DOI: https://doi.org/10.5296/ijl.v4i3.2201

Copyright (c)

International Journal of Linguistics  ISSN 1948-5425  Email: ijl@macrothink.org

Copyright © Macrothink Institute ISSN 1948-5425

To make sure that you can receive messages from us, please add the 'macrothink.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.