This paper examines Schmidt's Noticing Hypothesis and argues that learning to segment sound forms in an L2 provides an obvious counterexample. Segmentation requires prior acquisition of language specific cues to prosodic words. Cues may involve shifts in fundamental frequency, maximum pitch range, loudness peaks and other cues. Learning such cues takes place below the threshold of awareness. Prosodic prominence, often discussed as if it referred to the objective salience of words, is a psycho-perceptual effect of speech processing and depends upon knowledge of a language's phonetics and its Information Structure. "Noticing" is the result of language processing and acquisition, and not an input to it.
Proceedings of the 8th Generative Approaches to Second Language Acquisition Conference (GASLA 2006): The Banff Conference
edited by Mary Grantham O'Brien, Christine Shea, and John Archibald
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