Output, input enhancement, and the noticing hypothesis.pdf英文资料.pdfVIP

SSLA, 24, 541–577. Printed in the United States of America. DOI: 10.1017.S027226310200402 OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS An Experimental Study on ESL Relativization Shinichi Izumi Sophia University This study investigates the potentially facilitative effects of internal and external attention-drawing devices—output and visual input en- hancement—on the acquisition of English relativization by adult En- glish as a second language (ESL )learners. Specifically, the study addresses: (a )whether the act of producing output promotes notic- ing of formal elements in the target language (TL )input and affects subsequent learning of the form; and (b )whether such output- induced noticing and learning, if any, would be the same as that effected by visual input enhancement designed to draw learners’ at- tention to problematic form features in the input. These questions were examined in a controlled experimental study in which the re- quirements of output and exposure to enhanced input were system- atically varied. A computer-assisted reconstruction and reading task was used as the vehicle of presentation of the target input materials. The major findings are: (a )Those engaged in output-input activities outperformed those exposed to the same input for the sole purpose of comprehension in learning gains; (b )those who received visual An earlier version of this paper was presented at the annual meeting of the American Association for Applied Linguistics held in St. Louis, MO, in February of 2001. This paper is based on part of the author’s doctoral dissertation, which was completed at Ge