This webinar explores how teachers can design effective noticing tasks that help learners move from mere exposure to genuine language learning. Building on Schmidt’s (1990) concept of noticing—the process through which input becomes intake—it unpacks what teachers can do to make relevant language features salient and guide learners’ attention without resorting to explicit rule teaching.

Through practical examples, the session demonstrates how tasks can push learners to interact with target forms rather than just content by comparing versions, identifying patterns, reconstructing forms, or predicting language. It also addresses key principles emphasizing that meaning-focused comprehension should precede attention to form, and that awareness develops gradually through repeated encounters.

By the end of the session, teachers will be equipped to create noticing tasks that sharpen awareness, promote deeper processing, and prepare learners for more meaningful production.