The Study of Noticing and Input Hypotheses in Advancing EFL Learners’ Performance

Second language acquisition has become a prominent branch of applied linguistics. The leaning process starts from noticing the information to completely understand it This study aims at investigating the effects of using Krashen’s input hypothesis and Schmidt’s noticing hypothesis on the development of EFL learners’ performance regarding subject-verb agreement of verb to be, verb to do, and verb to have in the present form. The researcher conducted the experiment on 10 participants from the last year of an Egyptian private university. The 10 participants were considered as a convenient sample. The participants were divided into 5 participants in the experimental group and the other 5 in the control group. The 10 participants had to answer the pretest to identify their levels, and after conducting the experiment, they answered the posttest to see if the grammatical competence of the experimental group had developed or not. It was hypothesized that when learners were aware of the rules of verb to be, verb to do, and verb to have in the present form, their grammatical competence would develop. Noticing Strategies were also used to raise the participants’ awareness. The findings indicated that there is a statistically significant difference in the performance of the experimental group before and after doing the experiment. The results proved that incidental learning which is exemplified in Krashen and intentional learning which is exemplified in Schmidt complement each other in any learning process. Therefore, this validates the hypothesis upon which the research was based.