Schmidt （1993） 的注意假说 （Noticing Hypothesis） 指出， 对于输入的注意是学习的必要条件， 而只有被学习者注意到的输入才能被学习者吸收。
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Motivated by the Noticing Hypothesis and the Interaction Hypothesis, focus on form has been under heated discussion in recent years.
近年来，基于“注意假设”和“互动假设”而提出的形式教学受到了广泛的关注。
There exists a "push effect" in the output functions of noticing and hypothesis testing , which can push learner output from vernacular style towards careful style.
语言输出的注意功能和验证假设功能中均存在“推动效应” ，它能将二语学习者的语言输出从白话体推向正式体。
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