Richard Schmidt (linguist)

Richard Schmidt (born 1949) is a prominent figure in the field of second language acquisition (SLA). His research has significantly impacted the understanding of how individuals learn a second language. He is particularly known for his work on:

• The noticing hypothesis: This hypothesis posits that noticing—consciously attending to a linguistic form—is a necessary condition for acquisition. While learners may be exposed to linguistic input, it is only through focused attention on that input that learning occurs. This concept has been highly influential in SLA research and pedagogy.

• The role of consciousness in language learning: Schmidt's work has emphasized the importance of conscious processes in language acquisition, challenging purely subconscious accounts of learning. He argues for a more nuanced understanding that incorporates both conscious and unconscious mechanisms.

• Task-based language teaching: Schmidt's research has contributed to the development and refinement of task-based language teaching approaches. His work highlights the importance of using authentic communicative tasks in language classrooms to promote meaningful learning.

• Processability theory: While not solely his creation, Schmidt has been a key contributor to and proponent of Processability Theory, which focuses on the stages of linguistic development and the order in which learners acquire different grammatical structures.

Schmidt's contributions extend beyond individual research papers. He has significantly influenced the field through his extensive writings, presentations at international conferences, and his mentorship of numerous scholars. His research continues to shape current understanding and practice in SLA. His work challenges simplified models and encourages a more complex and nuanced view of the processes involved in second language acquisition. He is affiliated with various universities and research institutions throughout his career and continues to be a highly respected and influential figure in second language acquisition.