Reinvestigating the Noticing Function of Output

Autor/in	Uggen, Maren S.
Titel	Reinvestigating the Noticing Function of Output
Quelle	In: Language Learning, 62 (2012) 2, S.506-540 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.1467-9922.2012.00693.x
Schlagwörter	Linguistic Input; Second Language Learning; Learning Processes; English (Second Language); Control Groups; Recall (Psychology); Interviews; Grammar; Essays; Linguistic Theory; Vocabulary Development; Metalinguistics; Cognitive Processes + Suchen Sie Ihr Suchwort? Sprachbildung; Zweitsprachenerwerb; Learning process; Lernprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Abberufung; Interviewing; Interviewtechnik; Grammatik; Essay; Aufsatzunterricht; Linguistische Theorie; Wortschatzarbeit; Metalanguage; Metasprache; Cognitive process; Kognitiver Prozess
Abstract	A conceptual replication of Izumi and Bigelow's research, this study used multiple measures to investigate second language (L2) learners' processes in output-input-output sequences. Specifically, it examined whether producing the target language impacts learners' attention to L2 structures in subsequent input. Thirty learners of English as a second language were randomly assigned to two experimental groups (EGs) and a control group (CG). The EGs were given opportunities for written output that elicited either the past or the present hypothetical-conditional (more complex vs. less complex structures) while the CG was not prompted to produce output requiring the use of the target structures. All groups engaged in follow-up reading and underlining activities. The input text modeled targetlike use of the relevant structure for the EGs. Subsequently, all participants produced a second essay and participated in a stimulated recall interview. While the quantitative underlining and test data did not support an effect of output (EGs vs. CG) on specific attention to grammar in subsequent text, the qualitative stimulated-recall data revealed how output influences learners' subsequent noticing of vocabulary and/or awareness of their linguistic limitations concerning grammar structures. Learning was greater with the more complex structure, which is discussed in light of the noticing hypothesis and information processing theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10