A Study on the Input and Output of Vocabulary Teaching Based on Noticing Theory

Anqi Pei, Yuewu Lin


As an important concept in cognitive psychology, noticing is pertinent to the daily life, working, and study. What is more, it is one of essential factors to have a bearing on language learning. When teachers input or output knowledge or material, not all the things can gain learners’ attention, that is, the value of these things is not equal. Based on the analysis of vocabulary from the textbook published by the People’s Education Publishing House from the perspective of Noticing Theory, this paper tries to explore some teaching cases of how to facilitate the input and output of vocabulary teaching, aiming to enhance learners’ efficiency, and provide some reference to teachers on how to attract learners’ attention. The result shows that it is better to design the tasks on the basis of those elements of Noticing Theory, that is, expectation or readiness, frequency, perceptual salience instruction, task demands, and skill level, which facilitates the vocabulary acquisition, and boosts learner’s interest and initiative to learn English vocabulary.

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DOI: https://doi.org/10.22158/selt.v8n2p123


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