본문 바로가기
KERD
논문KCI 등재

Output, noticing, noticing enhancement: The productive skill development in EFL

Kwon, Sun-Hee
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2006.06|영어교육연구 (English Language Teaching)|제18권 제2호|pp. 77-103

2

조회

0

다운로드

2

인용

0

참고문헌

주제분류영어와문학

초록

Abstract

The present study investigates the roles of output on EFL productive skill development. It addressed the research questions as follows: a) do EFL learners exposed to both input and output instruction gain higher levels of written productive knowledge in English than those exposed to only input instruction? If it is, b) what function of output might be relevant to this result? and c) what kind of learning condition could promote such a function of output? This study assumed that 1) the output-based tasks could affect EFL learners on developing productive knowledge more effectively than the input-based tasks, due to the noticing function of output, and 2) the noticing function of output might be further enhanced by the output prior to input task sequence (OI) than by the reverse order - the order of input prior to output (IO). To investigate the research questions and hypotheses, sixty-three (N=63) high school students in South Korea participated in the experimental study for two months. The results of ANOVA analyses showed that the participants engaged in both the input and output tasks outperformed those engaged in only input tasks, on both the immediate and delayed written production tests. This result supports the effectiveness of output-based instruction on developing EFL learners’ productive skills. In terms of the effect of the different task sequences, the mean scores of the OI group in both written tests were higher than those of the IO group, but there were no statistically significant differences between the OI and IO groups. Limitations and directions for further research are discussed.

참고문헌 (28)

  1. "L2 output, reformulation and noticing: Implications for IL development", 7, pp.347~376 (2003)
  2. "The architecture of cognition" (1996), Harvard University press
  3. "Formal instruction from a processing perspective:An investigation into the Spanish past tense", 79, pp.179~193 (1995)
  4. "Beyond explicit rule learning:Automatizing second language morphosyntax", 19, pp.195~221 (1997)
  5. "The differential role of comprehension and production practice", 46, pp.613~642 (1996)
  6. "Communicative focus on form", pp.114~138 (1998), Cambridge University Press
  7. "Pedagogical choices in focus on form", pp.197~261 (1998), Cambridge University Press
  8. "The roles of modified of input and output in the incidental acquisition of word meanings", 21, pp.280~301 (1999)
  9. "The output hypothesis and cognitive processes: An examination via acquisition of Japanese temporal subordinate conjunctions" (2003), Purdue University, West Lafayette
  10. "Does output promote noticing and second language acquisition", 34, pp.239~278 (2000)
  11. "Testing the output hypothesis: Effects of output on noticing and second language acquisition", 21, pp.421~452 (1999)
  12. "Restructuring classroom interaction with networked computers:Effects on quantity and characteristics of language production", 79, pp.457~476 (1995)
  13. "The input hypothesis:Issues and implications" (1985), Longman
  14. "Principles and practice in second language acquisition" (1987), Prentice Hall
  15. "Comprehension-based ESL program in New Brunswick Department of the Secretary of State" (1993)
  16. "The role of implicit negative feedback in SLA Models and recasts in Japanese and Spanish", 82, pp.357~371 (1998)
  17. "Restructuring", 11, pp.113~128 (1990)
  18. "Research on negotiation What does it reveal about second language learning conditions", pp.493~527 (1994)
  19. "Attention, memory, and the noticing hypothesis", 45, pp.283~331 (1995)
  20. "Roles of output and feedback for L2 learners’ noticing", 26, pp.25~54 (2004)
  21. "Some roles of comprehensible input and comprehensible output in its development Input in second language acquisition", pp.235~253 (1985), Newbury House Publishers
  22. "Three functions of output in second language learning", pp.125~144 (1995), Oxford University Press
  23. "Focus on form through conscious reflection", pp.64~81 (1998), Cambridge University Press
  24. "The output hypothesis and beyond:Mediating acquisition through collaborative dialogue", pp.97~114 (2000), Oxford University Press
  25. "Problems in output and the cognitive processes they generate:A step towards second language learning", 16, pp.371~391 (1995)
  26. "Effects of negotiation on language learners’ output", 47, pp.589~636 (1997)
  27. "Strategies of discourse comprehension" (1983), Academic Press
  28. "Input processing and grammar instruction in second language acquisition" (1996), Ablex

관련 논문AI추천

The Roles of Output on L2 Vocabulary Acquisition: Noticing, Retrieval and Retention권선희한국영어교육학회 · 영어교육2007 · 제62권 제4호Communicative Output as a Mode of Focus on FormHaemoonLee한국영어교육학회 · 영어교육2002 · 제57권 제3호The Effects of Prior Knowledge of the Target Form on Noticing during Output Production신정아한국영어교육학회 · 영어교육2010 · 제65권 제1호Noticing and L2 Learning in the Output-based Focus-on-form강동호팬코리아영어교육학회 · 영어교육연구2011 · 제23권 제3호A Comparison of the Efficacy Between Input-based Instruction and Output-based Instruction in Focus on FormYang, Miran한국영어교육학회 · 영어교육2004 · 제59권 제2호Effectiveness of Input Enhancementin Form-focused Instruction장종득언어과학회 · 언어과학연구2006 · 제39호

이 간행물의 다른 논문 (13건)

Beliefs about English learning and teaching: From teacher learners’ perspectives최재영pp. 1-24Interaction through Web-based discussions in teacher education한미향pp. 25-48Effects of level and style-based EFL instruction from the perspectives of Korean elementary teachersJung, Yung Sukpp. 49-75Social and cultural participation and oral proficiency of Korean ESL graduate studentsLee, Eunsilpp. 105-129Korean children’s English learning experiences in the United States박은수pp. 131-156
원문 보기