Noticing and L2 Learning in the Output-based Focus-on-form
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The claim that L2 acquisition requires noticing is the empirical bases of recent argument for the need of L2 instruction. While the effectiveness of the focus-on-form instruction has been investigated through questionnaires or pre- and post-test design in learning of target forms, few attempts have been made to investigate directly the noticing and L2 learning in the output-based instruction. Therefore, the purpose of this study was to determine whether the output-based instruction, which is production-oriented practice, can make the target form, English relative clauses, more noticeable and affect learning in terms of L2 learners' proficient levels. The findings showed that the output-based instruction helped learners notice the target form, which resulted in L2 learning and that the high level students significantly improved after the output-based instruction, while their counterparts were not. In addition, the content-specific knowledge of L2 learners, not the general proficiency, influenced their uptake and learning of the target form.
Abstract
The claim that L2 acquisition requires noticing is the empirical bases of recent argument for the need of L2 instruction. While the effectiveness of the focus-on-form instruction has been investigated through questionnaires or pre- and post-test design in learning of target forms, few attempts have been made to investigate directly the noticing and L2 learning in the output-based instruction. Therefore, the purpose of this study was to determine whether the output-based instruction, which is production-oriented practice, can make the target form, English relative clauses, more noticeable and affect learning in terms of L2 learners' proficient levels. The findings showed that the output-based instruction helped learners notice the target form, which resulted in L2 learning and that the high level students significantly improved after the output-based instruction, while their counterparts were not. In addition, the content-specific knowledge of L2 learners, not the general proficiency, influenced their uptake and learning of the target form.
참고문헌 (46)
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