From Exposure to Awareness: How Noticing Strengthens Natural Language Learning

In language teaching, no single theory holds all the answers. While Stephen Krashen’s Natural Approach emphasises subconscious acquisition through meaningful exposure, Richard Schmidt’s Noticing Hypothesis argues that conscious awareness of linguistic structures is necessary for learning. At first glance, these ideas seem contradictory - one focuses on effortless, immersive learning, while the other highlights deliberate attention to form. However, rather than choosing between them, teachers should take an eclectic approach, integrating both theories to create a balanced, effective learning experience for multilingual learners (MLs).

Krashen (1983) suggests that language is best acquired naturally when learners receive comprehensible input that is slightly above their current level (i+1). He also warns against raising the affective filter, which can block acquisition if students feel anxious about making mistakes. Meanwhile, Schmidt (1990) contends that learners must consciously notice linguistic features before they can internalise them. If students don’t notice patterns, they won’t acquire them - regardless of how much exposure they receive.

The reality is that both processes, subconscious acquisition and conscious noticing, work together. By embedding noticing activities into natural communication, teachers can provide MLs with a low-anxiety environment that still guides them toward language awareness and accuracy.

Practical Strategies for Integrating Both Approaches

1️⃣ Use Covert Error Correction to Maintain a Natural Flow

Correcting MLs overtly can raise their affective filter and disrupt communication. Instead, covert error correction allows students to notice correct language structures in a low-stress way.

Student: “She go to school every day.”

Teacher: “Oh, she goes to school every day? That’s great!”

By subtly modelling correct language, teachers keep input natural and meaningful (Krashen) while also helping students notice errors and self-correct over time (Schmidt).

2️⃣ Scaffold Noticing Through Meaningful Input

While Krashen emphasises the need for rich, comprehensible input, Schmidt suggests that students won’t internalise patterns unless they actively notice them. Teachers can guide MLs toward noticing by highlighting structures within meaningful content.

🔹 In a science lesson, show this sentence: "The substance changes color when heated." Then ask: "What do you notice about the verb?"

Instead of explicitly teaching grammar, this method encourages self-discovery—combining Krashen’s natural input with Schmidt’s emphasis on awareness.

3️⃣ Use Visual Cues & Colour Coding to Enhance Noticing

To help students subconsciously acquire patterns while also drawing attention to key forms, use colour coding, underlining, or subtitles in content lessons.

🔹 In a history reading: ✔️ Past tense verbs in blue ✔️ Key transition words underlined

This approach maintains a focus on meaning while subtly reinforcing language structures, allowing students to acquire and notice simultaneously.

4️⃣ Encourage Discovery Through Structured Input Tasks

Instead of teaching grammar rules explicitly, design activities that guide students toward noticing patterns themselves.

🔹 Example: Give students two versions of a sentence:

"Yesterday, she walked to school."

"Yesterday, she walk to school."

Ask: “Which sounds right? Why?”

This method engages students in active noticing while ensuring that the learning experience remains meaningful and communicative.

5️⃣ Foster Reflection Without Raising the Affective Filter

After writing or speaking activities, encourage self-reflection by having MLs compare their responses to a model answer.

🔹 Example: "Can you find one sentence where your verb tense is different from the model?"

"What do you notice about how transition words are used?"

This keeps students engaged in communication (Krashen) while guiding them toward metacognitive awareness (Schmidt).

Why This Balanced Approach Works for MLs

Reduces language anxiety: MLs feel safe to experiment with language (Krashen).

Supports fluency development: Students focus on meaningful communication before grammar.

Enhances accuracy over time: Through subtle noticing activities, students refine their output (Schmidt).

Encourages long-term retention: Patterns that are noticed in context are more likely to stick.

Final Thoughts

Rather than seeing Krashen’s Natural Approach and Schmidt’s Noticing Hypothesis as opposing ideas, teachers should leverage both. Subconscious acquisition and conscious noticing can work together to help MLs develop confidence, fluency, and accuracy.

By embedding noticing opportunities into natural communication, we allow students to acquire language effortlessly while gradually refining their skills, ensuring that fluency and accuracy develop hand in hand.