Apparent discrepancy exists between Schmidt's Noticing Hypothesis and Krashen's Input Hypothesis. Whilst Krashen highlights the importance of comprehensible input and asserts that language is acquired unconcio...Apparent discrepancy exists between Schmidt's Noticing Hypothesis and Krashen's Input Hypothesis. Whilst Krashen highlights the importance of comprehensible input and asserts that language is acquired unconciously, the notion of conscious learning has gained wide support from Schmidt and other researchers. They argue that noticing enhances second language development as one crucial level of consciousness. By reviewing the theoretical constructs that underlie the role of noticing, this paper aims to justify the role of noticing as one crucial level of consciousness in enhancing second language learning.展开更多
"Noticing"is emphasized for its great influence on second language learning. Based on the previous related studies,this paper attempts to apply noticing theory to English writing teaching and learning in Chi..."Noticing"is emphasized for its great influence on second language learning. Based on the previous related studies,this paper attempts to apply noticing theory to English writing teaching and learning in China by means of the enlargement of input,the implement of output-oriented activities and the focus on feedback.展开更多
The aim of this paper is to enhance our understanding of the importance of noticing in Second Language Acquisition(SLA)from cognitive perspective.This paper mainly includes two parts:a)to consider the theoretical cons...The aim of this paper is to enhance our understanding of the importance of noticing in Second Language Acquisition(SLA)from cognitive perspective.This paper mainly includes two parts:a)to consider the theoretical constructs that underlie the role of noticing from cognitive perspective,that is,in order to acquire any particular aspect of a second language(L2)the learner must first notice it.Noticing is necessary and sufficient for successful SLA;without noticing,there can be no move from input to intake;and b)to assess the validity of the assumption that noticing linguistic forms plays a crucial role in SLA,the researcher of this study attempts to investigate the potentially facilitative effects of output and visual input enhancement on the noticing and learning of the target form,adverb of frequency,by beginning learners of English as a Foreign Language(EFL).The study is a controlled experimental one with a pretest-posttest design,involving four experimental groups and one control group.A repro duction and reading task is used as the vehicle of presentation of the target input text.In this study,the following two major find ings are evident.Firstly,the subjects engaged in the output-input treatment outperformed those exposed to the same input for the sole purpose of comprehension in learning the target form.Secondly,in contrast to the positive effect of output,visual input enhancement failed to indicate any measurable effect on learning.This research paper proves that the form-based approach that induced learners to notice linguistic forms during instruction demonstrated greater benefit to learners’interlanguage development than the content-based approach that exposed learners only in comprehensible input situation.展开更多
The paper reports the results of a field study which was carried out at the Language Centre of the University of Naples and originated in the observation that learning the Italian language was not perceived by ab init...The paper reports the results of a field study which was carried out at the Language Centre of the University of Naples and originated in the observation that learning the Italian language was not perceived by ab initio students as connected to their personal and academic experiences. The claim of this research is that a procedural syllabus based on texts and tasks facilitates both the acquisition of Italian as a foreign language and the integration of language and content. Each text proposed to the learners was accompanied and enhanced by pre-, while-, and production-tasks. A particular emphasis was assigned to noticing and attention management tasks in the pre and while phase Production tasks in a later phase favoured interlanguage development by combining representational structures with controlled attention. The method of the study was a combination of qualitative and quantitative approach at any stage. Measures for written production during the course and to assess final exams were： Holistic Rating （fluency and creativity）, Accuracy Ratios （intelligibility index and error index）, and Complexity Ratios （dependent and coordinate clauses per t-units ratio and re-elaboration of a model or text type）. At the final exams, Texts and tasks learners outperformed non-texts and tasks learners. In conclusion, an input related to personal and/or academic interests, to be processed through tasks, allowed learners a rapid interlanguage change and development展开更多
In 1967,more than fifty years ago,Corder introduced the concept of“input”in the second language acquisition(SLA)research field.In 1985,Krashen introduced the concept of“comprehensible input hypothesis.”In 1990,Sch...In 1967,more than fifty years ago,Corder introduced the concept of“input”in the second language acquisition(SLA)research field.In 1985,Krashen introduced the concept of“comprehensible input hypothesis.”In 1990,Schmidt introduced the concept of“noticing hypothesis”[1].Today,“input”is becoming more and more popular in the research on second language acquisition.This paper tries to connect theories about input and noticing hypothesis in hope that the clear definition can be helpful to guide language teaching accordingly.展开更多
Purpose:In this article,we report on the findings of an investigation into the observations of two primary mathematics teachers during and following classroom teaching.Our focus is on teachers'noticing of student ...Purpose:In this article,we report on the findings of an investigation into the observations of two primary mathematics teachers during and following classroom teaching.Our focus is on teachers'noticing of student mathematics learning in the classroom.Design/Approach/Methods:Two teachers,each with 18 years of teaching experience,were recruited for this study.Qualitative analyses were conducted to explore what the teachers noticed about student learning,how they interpreted their noticing,and what decisions were made in accordance with their noticing in their teaching practices.Findings:The findings revealed that both participating teachers were attentive to their students'mathematical challenges and offered a range of interpretations regarding student learning.Additionally,the teachers adapted their practice to generate instruction that aligned with students'learningdifficulties.Originality/Value:This study provides empirical evidence for better understanding the noticing practices of experienced Chinese primary school mathematics teachers.展开更多
Introduction.The last two decades have witnessed a surge of interest in the concept of teacher noticing within mathematics education research,positioning it as a cornerstone for understanding and advancing teaching qu...Introduction.The last two decades have witnessed a surge of interest in the concept of teacher noticing within mathematics education research,positioning it as a cornerstone for understanding and advancing teaching quality(Dindyal et al.,2021;Jacobs et al.,2010;Mason,2002;van Es&Sherin,2002).Recent large-scale reviews(Konig et al.,2022;Wei et al.,2023;Weyers et al.,2024)confirm that teacher noticing is now recognized as a fundamental professional competency,essential for responsive and effective mathematics instruction across the globe.展开更多
Purpose:In this study,we explored how pre-service teachers from two universities(one in Spain,the other in Germany)in different cultural contexts noticed students'thinking based on a cartoonbased vignette depictin...Purpose:In this study,we explored how pre-service teachers from two universities(one in Spain,the other in Germany)in different cultural contexts noticed students'thinking based on a cartoonbased vignette depicting a teaching-learning situation about fraction operations(Enzo's vignette).Design/Approach/Methods:A total of 37 pre-service primary school teachers(PTs)from a Spanish University and 56 pre-service teachers from a German University participated in the study.We analyzed how PTs interpreted the situation and the subsequent instruction decisionmaking they proposed.Findings:The results showed similarities and differences between the PTs of both universities in terms of which aspects of students'mathematical understanding they interpreted and their decisions.OriginalityNValue:The analysis provides insights into the extent to which cultural framing differences(within Europe in this case)can determine noticing similarities or differences.展开更多
Purpose:This study investigates how collaborative,lesson study-style professional development improves teacher noticing behaviors in the context of unit-based mathematics teaching in China.We employed framing theory t...Purpose:This study investigates how collaborative,lesson study-style professional development improves teacher noticing behaviors in the context of unit-based mathematics teaching in China.We employed framing theory to understand the phenomenon.First,the study aims to reveal the change in teacher noticing and frames before and after professional development;second,it seeks to clarify the influence of cultural factors in these changes.Design/Approach/Methods:Questionnaires were used to collect data on l0 teacher noticing skills and semi-structured interviews were used to explore their views of the factors influencing change.These data were analyzed thematically to identify noticing behaviors,infer frames,and identify sociocultural influences;the Wilcoxon signed-rank test was used to reveal changes in noticing behaviors.Findings:First,teachers demonstrated varying degrees of improvement in three sub-skills of noticing and five teachers demonstrated a shift in framing.Second,the cultural factors influencing these shifts were summarized.OriginalityNalue:This study enriches the literature on teacher noticing and frames by providing a detailed analysis of a lesson study,and it contributes to the theories of teacher noticing and framing.展开更多
Purpose:This study aims to investigate the noticing ability of Chinese in-service mathematics tea-chers(ISTs)when observing exemplary mathematics lessons online using two different noticing frameworks.Design/Approach/...Purpose:This study aims to investigate the noticing ability of Chinese in-service mathematics tea-chers(ISTs)when observing exemplary mathematics lessons online using two different noticing frameworks.Design/Approach/Methods:The noticing of 24 ISTs was examined based on three dimensions:agent,topic,and stance.The data were collected qualitatively through guided questions during the video observation activity,and their noticing levels were analyzed using existing frameworks.Findings:Utilizing the Focused Framework,Chinese ISTs exhibited a greater breadth and depth of noticing,in relation to both students'mathematical thinking and teaching pedagogies.Their noticing abilities surpassed those utilizing an Open Framework,with enhanced sensitivity in adapting their teaching strategies to better address students'mathematical reasoning,The study also revealed limitations in the current practices of classroom observation and teacher reflections.OriginalitylValue:This study provides valuable insights into the noticing abilities of Chinese inservice teachers and the effectiveness of various noticing frameworks in enhancing their skills.It highlights the importance of further research on teacher noticing within Eastern contexts.The findings have significant implications for teachers'professional development,advocating for the integration of noticing frameworks into teacher education programs to improve teachers'abilities to discern critical elements of students'mathematical thinking and pedagogical practices.展开更多
Although ray tracing produces high-fidelity, realistic images, it is considered computationally burdensome when implemented on a high rendering rate system. Perception-driven rendering techniques generate images with ...Although ray tracing produces high-fidelity, realistic images, it is considered computationally burdensome when implemented on a high rendering rate system. Perception-driven rendering techniques generate images with minimal noise and distortion that are generally acceptable to the human visual system, thereby reducing rendering costs. In this paper, we introduce a perception-entropy-driven temporal reusing method to accelerate real-time ray tracing. We first build a just noticeable difference(JND) model to represent the uncertainty of ray samples and image space masking effects. Then, we expand the shading gradient through gradient max-pooling and gradient filtering to enlarge the visual receipt field. Finally, we dynamically optimize reusable time segments to improve the accuracy of temporal reusing. Compared with Monte Carlo ray tracing, our algorithm enhances frames per second(fps) by 1.93× to 2.96× at 8 to 16 samples per pixel, significantly accelerating the Monte Carlo ray tracing process while maintaining visual quality.展开更多
China National Intellectual Property Administration(CNIPA) issued the"Notice on Strengthening Management of Trademark Use"(Notice) on November 17,2025.This directive aims to guide the business community,part...China National Intellectual Property Administration(CNIPA) issued the"Notice on Strengthening Management of Trademark Use"(Notice) on November 17,2025.This directive aims to guide the business community,particularly the trademark users and trademark law practitioners,toward stricter compliance,focusing on curbing deceptive practices and enhancing fair competition.展开更多
Considering the primary focus of corrective feedback literature on verbal-correction provided by teachers and lack of attention to the role of other forms of corrective feedback in FL （foreign language） classroom in...Considering the primary focus of corrective feedback literature on verbal-correction provided by teachers and lack of attention to the role of other forms of corrective feedback in FL （foreign language） classroom interaction, this paper demonstrates how essential teachers＇ non-verbal communication and stance display are in making students＇ errors noticeable for them by providing samples from videotaped data. The findings in this study provide insights into the use of non-verbal behavior in providing students with corrective feedback. This study shows that research dealing only with verbal corrections provided by FL teachers cannot fully define the classroom interaction in terms of teachers＇ use of error correction techniques and student notification and uptake.展开更多
C-R （Consciousness-Raising） has been around for some years, and while studies on the effectiveness of C-R have mainly focused on the learning of grammatical features, more attention needs to be paid to the mastery o...C-R （Consciousness-Raising） has been around for some years, and while studies on the effectiveness of C-R have mainly focused on the learning of grammatical features, more attention needs to be paid to the mastery of other language areas. The present study is a small-scale research that explores the impact of C-R technique on the learning of some elements of written business communication. Several intermediate EFL （English as a Foreign Language） learners were exposed to models of good business letters and instructed to notice three elements, namely, the rhetorical moves, the grammatical patterns, and the expressions. Afterwards, they were assigned to write letters on their own. Their mistakes were counted and analyzed for the kinds of mistakes in each of the elements above. The result shows that they did very well in arranging the ideas in correct rhetorical moves but made much more mistakes on grammatical features and appropriateness of expressions. The explanation offered to account for this finding concerns the learners＇ allocation of cognitive capacity to different demands of task complexity. The more complex the task, such as writing in correct grammar or writing appropriate expressions, the less they devote their attention and effort to language formal features. A suggestion concerning focus-on-form activities is then offered to teachers展开更多
文摘Apparent discrepancy exists between Schmidt's Noticing Hypothesis and Krashen's Input Hypothesis. Whilst Krashen highlights the importance of comprehensible input and asserts that language is acquired unconciously, the notion of conscious learning has gained wide support from Schmidt and other researchers. They argue that noticing enhances second language development as one crucial level of consciousness. By reviewing the theoretical constructs that underlie the role of noticing, this paper aims to justify the role of noticing as one crucial level of consciousness in enhancing second language learning.
文摘"Noticing"is emphasized for its great influence on second language learning. Based on the previous related studies,this paper attempts to apply noticing theory to English writing teaching and learning in China by means of the enlargement of input,the implement of output-oriented activities and the focus on feedback.
文摘The aim of this paper is to enhance our understanding of the importance of noticing in Second Language Acquisition(SLA)from cognitive perspective.This paper mainly includes two parts:a)to consider the theoretical constructs that underlie the role of noticing from cognitive perspective,that is,in order to acquire any particular aspect of a second language(L2)the learner must first notice it.Noticing is necessary and sufficient for successful SLA;without noticing,there can be no move from input to intake;and b)to assess the validity of the assumption that noticing linguistic forms plays a crucial role in SLA,the researcher of this study attempts to investigate the potentially facilitative effects of output and visual input enhancement on the noticing and learning of the target form,adverb of frequency,by beginning learners of English as a Foreign Language(EFL).The study is a controlled experimental one with a pretest-posttest design,involving four experimental groups and one control group.A repro duction and reading task is used as the vehicle of presentation of the target input text.In this study,the following two major find ings are evident.Firstly,the subjects engaged in the output-input treatment outperformed those exposed to the same input for the sole purpose of comprehension in learning the target form.Secondly,in contrast to the positive effect of output,visual input enhancement failed to indicate any measurable effect on learning.This research paper proves that the form-based approach that induced learners to notice linguistic forms during instruction demonstrated greater benefit to learners’interlanguage development than the content-based approach that exposed learners only in comprehensible input situation.
文摘The paper reports the results of a field study which was carried out at the Language Centre of the University of Naples and originated in the observation that learning the Italian language was not perceived by ab initio students as connected to their personal and academic experiences. The claim of this research is that a procedural syllabus based on texts and tasks facilitates both the acquisition of Italian as a foreign language and the integration of language and content. Each text proposed to the learners was accompanied and enhanced by pre-, while-, and production-tasks. A particular emphasis was assigned to noticing and attention management tasks in the pre and while phase Production tasks in a later phase favoured interlanguage development by combining representational structures with controlled attention. The method of the study was a combination of qualitative and quantitative approach at any stage. Measures for written production during the course and to assess final exams were： Holistic Rating （fluency and creativity）, Accuracy Ratios （intelligibility index and error index）, and Complexity Ratios （dependent and coordinate clauses per t-units ratio and re-elaboration of a model or text type）. At the final exams, Texts and tasks learners outperformed non-texts and tasks learners. In conclusion, an input related to personal and/or academic interests, to be processed through tasks, allowed learners a rapid interlanguage change and development
文摘In 1967,more than fifty years ago,Corder introduced the concept of“input”in the second language acquisition(SLA)research field.In 1985,Krashen introduced the concept of“comprehensible input hypothesis.”In 1990,Schmidt introduced the concept of“noticing hypothesis”[1].Today,“input”is becoming more and more popular in the research on second language acquisition.This paper tries to connect theories about input and noticing hypothesis in hope that the clear definition can be helpful to guide language teaching accordingly.
基金funded by Guangdong Planning Office of Philosophy and Social Science[Project number:GD21YJY18].
文摘Purpose:In this article,we report on the findings of an investigation into the observations of two primary mathematics teachers during and following classroom teaching.Our focus is on teachers'noticing of student mathematics learning in the classroom.Design/Approach/Methods:Two teachers,each with 18 years of teaching experience,were recruited for this study.Qualitative analyses were conducted to explore what the teachers noticed about student learning,how they interpreted their noticing,and what decisions were made in accordance with their noticing in their teaching practices.Findings:The findings revealed that both participating teachers were attentive to their students'mathematical challenges and offered a range of interpretations regarding student learning.Additionally,the teachers adapted their practice to generate instruction that aligned with students'learningdifficulties.Originality/Value:This study provides empirical evidence for better understanding the noticing practices of experienced Chinese primary school mathematics teachers.
基金supported by the Dean's Research Fund from The Education University of Hong Kong(Ref.:FLASS/ICRS-0401W,R4439).
文摘Introduction.The last two decades have witnessed a surge of interest in the concept of teacher noticing within mathematics education research,positioning it as a cornerstone for understanding and advancing teaching quality(Dindyal et al.,2021;Jacobs et al.,2010;Mason,2002;van Es&Sherin,2002).Recent large-scale reviews(Konig et al.,2022;Wei et al.,2023;Weyers et al.,2024)confirm that teacher noticing is now recognized as a fundamental professional competency,essential for responsive and effective mathematics instruction across the globe.
基金supported,in part,by the project PID2023-149624NB-100 from Ministerio de Ciencia e Innovacion,Spainin part,by the project CIAICO/2021/279 funded by Generalitat Valenciana(Conselleria d'Educacio,Cultura i Sport,Spain)+1 种基金The vignette design and data gathering phase of this study was carried out in close relation with the work in the project coReflect@maths(2019-1-DE01-KA203-004947)co-funded by the Erasmus+Programme of the European Union。
文摘Purpose:In this study,we explored how pre-service teachers from two universities(one in Spain,the other in Germany)in different cultural contexts noticed students'thinking based on a cartoonbased vignette depicting a teaching-learning situation about fraction operations(Enzo's vignette).Design/Approach/Methods:A total of 37 pre-service primary school teachers(PTs)from a Spanish University and 56 pre-service teachers from a German University participated in the study.We analyzed how PTs interpreted the situation and the subsequent instruction decisionmaking they proposed.Findings:The results showed similarities and differences between the PTs of both universities in terms of which aspects of students'mathematical understanding they interpreted and their decisions.OriginalityNValue:The analysis provides insights into the extent to which cultural framing differences(within Europe in this case)can determine noticing similarities or differences.
基金supported by the Interdisciplinary Research Foundation for Doctoral Candidates of Beijing Normal University(BNUXKJC2401),awarded to Siyu Zuo.
文摘Purpose:This study investigates how collaborative,lesson study-style professional development improves teacher noticing behaviors in the context of unit-based mathematics teaching in China.We employed framing theory to understand the phenomenon.First,the study aims to reveal the change in teacher noticing and frames before and after professional development;second,it seeks to clarify the influence of cultural factors in these changes.Design/Approach/Methods:Questionnaires were used to collect data on l0 teacher noticing skills and semi-structured interviews were used to explore their views of the factors influencing change.These data were analyzed thematically to identify noticing behaviors,infer frames,and identify sociocultural influences;the Wilcoxon signed-rank test was used to reveal changes in noticing behaviors.Findings:First,teachers demonstrated varying degrees of improvement in three sub-skills of noticing and five teachers demonstrated a shift in framing.Second,the cultural factors influencing these shifts were summarized.OriginalityNalue:This study enriches the literature on teacher noticing and frames by providing a detailed analysis of a lesson study,and it contributes to the theories of teacher noticing and framing.
基金supported by the Seed Fund of the Education University of Hong Kong,Hong Kong SAR(Project No.R4248:RG43/21-22R)partially supported by Departmental Research Grant(Project No.04786)The work was also partially supported by the Guangdong Province General Universities Young Innovative Talents Category Project(Ref.2023 WQNCX076).
文摘Purpose:This study aims to investigate the noticing ability of Chinese in-service mathematics tea-chers(ISTs)when observing exemplary mathematics lessons online using two different noticing frameworks.Design/Approach/Methods:The noticing of 24 ISTs was examined based on three dimensions:agent,topic,and stance.The data were collected qualitatively through guided questions during the video observation activity,and their noticing levels were analyzed using existing frameworks.Findings:Utilizing the Focused Framework,Chinese ISTs exhibited a greater breadth and depth of noticing,in relation to both students'mathematical thinking and teaching pedagogies.Their noticing abilities surpassed those utilizing an Open Framework,with enhanced sensitivity in adapting their teaching strategies to better address students'mathematical reasoning,The study also revealed limitations in the current practices of classroom observation and teacher reflections.OriginalitylValue:This study provides valuable insights into the noticing abilities of Chinese inservice teachers and the effectiveness of various noticing frameworks in enhancing their skills.It highlights the importance of further research on teacher noticing within Eastern contexts.The findings have significant implications for teachers'professional development,advocating for the integration of noticing frameworks into teacher education programs to improve teachers'abilities to discern critical elements of students'mathematical thinking and pedagogical practices.
基金supported by the National Natural Science Foundation of China (No.U19A2063)the Jilin Provincial Science&Technology Development Program of China (No.20230201080GX)。
文摘Although ray tracing produces high-fidelity, realistic images, it is considered computationally burdensome when implemented on a high rendering rate system. Perception-driven rendering techniques generate images with minimal noise and distortion that are generally acceptable to the human visual system, thereby reducing rendering costs. In this paper, we introduce a perception-entropy-driven temporal reusing method to accelerate real-time ray tracing. We first build a just noticeable difference(JND) model to represent the uncertainty of ray samples and image space masking effects. Then, we expand the shading gradient through gradient max-pooling and gradient filtering to enlarge the visual receipt field. Finally, we dynamically optimize reusable time segments to improve the accuracy of temporal reusing. Compared with Monte Carlo ray tracing, our algorithm enhances frames per second(fps) by 1.93× to 2.96× at 8 to 16 samples per pixel, significantly accelerating the Monte Carlo ray tracing process while maintaining visual quality.
文摘China National Intellectual Property Administration(CNIPA) issued the"Notice on Strengthening Management of Trademark Use"(Notice) on November 17,2025.This directive aims to guide the business community,particularly the trademark users and trademark law practitioners,toward stricter compliance,focusing on curbing deceptive practices and enhancing fair competition.
文摘Considering the primary focus of corrective feedback literature on verbal-correction provided by teachers and lack of attention to the role of other forms of corrective feedback in FL （foreign language） classroom interaction, this paper demonstrates how essential teachers＇ non-verbal communication and stance display are in making students＇ errors noticeable for them by providing samples from videotaped data. The findings in this study provide insights into the use of non-verbal behavior in providing students with corrective feedback. This study shows that research dealing only with verbal corrections provided by FL teachers cannot fully define the classroom interaction in terms of teachers＇ use of error correction techniques and student notification and uptake.
文摘C-R （Consciousness-Raising） has been around for some years, and while studies on the effectiveness of C-R have mainly focused on the learning of grammatical features, more attention needs to be paid to the mastery of other language areas. The present study is a small-scale research that explores the impact of C-R technique on the learning of some elements of written business communication. Several intermediate EFL （English as a Foreign Language） learners were exposed to models of good business letters and instructed to notice three elements, namely, the rhetorical moves, the grammatical patterns, and the expressions. Afterwards, they were assigned to write letters on their own. Their mistakes were counted and analyzed for the kinds of mistakes in each of the elements above. The result shows that they did very well in arranging the ideas in correct rhetorical moves but made much more mistakes on grammatical features and appropriateness of expressions. The explanation offered to account for this finding concerns the learners＇ allocation of cognitive capacity to different demands of task complexity. The more complex the task, such as writing in correct grammar or writing appropriate expressions, the less they devote their attention and effort to language formal features. A suggestion concerning focus-on-form activities is then offered to teachers
