An Empirical Study Of English Majors’ Speaking Teaching Based On Noticing Hypothesis

Schmidt(1990) first proposed “Noticing Hypothesis” in which he pointed out that attention is the necessary but insufficient condition for language acquisition. It plays an important role in the process of turning input into intake. “Noticing hypothesis” has been continuously studied for recent decades. Many scholars have studied how to combine this hypothesis with language acquisition. But how to apply “Noticing hypothesis” to Spoken English teaching is seldom discussed. This thesis explores how to improve English majors’ spoken English teaching and learning from the point of “Noticing hypothesis”.This study was conducted in Huanghe Science and Technology College with English majors in their second year. This study lasted one semester. Forty subjects were involved with half from CC and half from EC. The instruments involved in this study include test, questionnaire and interview. The aim of this study is to find out how explicit instruction based on noticing hypothesis could influence spoken language teaching and learning in EFL.The research findings show that speaking teaching based on noticing hypothesis is very effective way of teaching spoken English. It can help improve speaking ability from different aspects like pronunciation, grammar, vocabulary as well as fluency in the long run. Meanwhile, subjects involved in this study think speaking teaching based on noticing hypothesis is acceptable.Finally, some suggestions for further research is proposed with the purpose of better understanding and implementing speaking teaching based on noticing hypothesis.