In language classrooms, learners are surrounded by language from a variety of sources. As teachers we want to help learners make the most of this language, known as input, so that it enters their working systems and feeds into the learning process. Input which becomes part of the learning process is known as intake. In psycholinguistic research, there is a particular interest in the intake of grammar as a result of learners paying conscious attention to the input; this kind of intake is known as noticing (Schmidt 1990).

The idea of encouraging noticing in classrooms is hardly new, and language teachers have for many years worked with some form of the traditional presentation stage. Research is beginning to suggest ways in which we might improve upon tradition, encouraging us to think more systematically about how the classroom presentation of language might facilitate the noticing of language.

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