I was recently reading an article by Lou Spaventa, an ESL teacher and teacher trainer, on noticing language components in language learning. The author describes his own experience in learning a second language, and the different levels of noticing he passed through: word level, phrase and sentence level, and lastly discourse and discourse markers. These levels became more apparent as he reread an article that he had read when beginning his language learning. The first time he read this article his focus was on vocabulary and understanding content, but much later when he had reached a slightly higher level he was able to focus on different components of the text.
As language teachers we are constantly asking our students to notice in the classroom. Much of student-centered learning asks students to focus on a particular text be it a sentence or a short story and notice its components in one form or another. The level of noticing is increased in accordance with the group's capabilities. But, how can we encourage our students to continue this analysis outside of the classroom? Input from different activities such as watching television or reading the newspaper is key to student's continuing practice outside of the school, but what sort of skills and strategies do students need to take these activities to the next level? Journals are one way of asking students to do this and doing practice runs in the classroom can help students to prepare to do this activity on their own. I have found listening journals to be not only successful at providing students with great vocabulary in context, but these discourse markers that help them to advance in their fluidity as well. Most students find these assignments not only entertaining, but essential to the learning process as well. I would love to hear some other ideas!
I like the idea of a listening journal. For other noticing, we practice the reading strategy - SQ3R (Survey, Question, read, restate/rewrite, review). In the first stage they survey the text to see how it's organized, what the author's purpose it, and to see how information relates to each other. This stage can also involve skimming so students can find some words/phrases they don't know and can tackle before reading.
Also, I have students notice what goes on in a conversation. Watch when people take turns, when someone interrupts, etc. We use body language as a discourse marker too. We then discuss and practice these in class discussion and simulated social environments.
Noticing in ESL
