Input becomes intake only when it is attended to (Schmidt). The teaching questions are when to direct attention to form (proactively vs reactively) and how (enhancement, recasts, prompts, explicit rules).
Where the sources disagree
- Krashen vs Schmidt plays out live in Thornbury’s comment threads: is attention necessary, or just efficient?
- Recasts vs prompts: Doughty & Varela found durable gains from recasts, but recasts can be heard as agreement (Lyster).
Notes
- Teaching is the management of attention
- Focus on form vs focus on formS
- The 5 Rs of reactive teaching
- Teach grammar in processability order (Pienemann)
More notes (by source)
A Journey in TEFL
- Guided-discovery grammar sequence - meaning, noticing, controlled to free
Demand High ELT - Doable demand at the learner’s next step
- One-to-one-in-a-group - stop rubberstamping answers
Edutopia - Attention spans aren’t shrinking - willingness to invest effort is
Fluency First ELT (Anderson & McCutcheon) - Reactive focus on form - choose few, global, developmental errors
Geoff Jordan (applingtesol) - Schmidt’s Noticing Hypothesis - strong and weak versions
Ljiljana Havran - Needs-analysed TBLT lesson - in-flight problems in ATC English
Teaching English with Oxford - Inductive vs deductive grammar - match approach to rule type
Key terms (DELTA M1)
Noticing Hypothesis · noticing the gap · input enhancement · input flood · intake · focus on form / formS / meaning · planned vs incidental FonF · recast · prompt · uptake · consciousness-raising