Noticing and grammatical accuracy in ESL learners’ writing
This paper presents an overview of an exploratory study on the role of noticing in improving written accuracy. The noticing hypothesis, as conceptualised by Schmidt (1990, 2001), focuses on the need to enhance learners’ awareness of target language items in order to convert input into intake and sub...
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Indonesian Journal of English Language Teaching
2007
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Online Access: | http://irep.iium.edu.my/32634/1/Maskanah_ML_%26_Arshad_AS_2007.pdf http://irep.iium.edu.my/32634/ http://www.indonesianjelt.org/ |
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my.iium.irep.326342013-11-11T02:07:42Z http://irep.iium.edu.my/32634/ Noticing and grammatical accuracy in ESL learners’ writing Mohammad Lotfie, Maskanah Abdul Samad, Arshad LB Theory and practice of education This paper presents an overview of an exploratory study on the role of noticing in improving written accuracy. The noticing hypothesis, as conceptualised by Schmidt (1990, 2001), focuses on the need to enhance learners’ awareness of target language items in order to convert input into intake and subsequently internalise input as part of interlanguage. This study also takes into account the comprehensible output hypothesis (Swain, 1985, 1998) that proposes that output can promote noticing as it encourages learners to become aware of the gap between their interlanguage and the target language usage. These concepts have been translated into three types of feedback techniques for written output and the techniques are Enhancement, Reformulation, and Sequential. All three techniques function as a means to enhance learners’ awareness of past time forms and are therefore form-focused in nature but avoid explicit explanations of those target forms. Results indicate that noticing is influenced by the types of learner responses to the techniques. The structural components of a target form may influence the success of its acquisition. Statistical results suggest that all three instructional techniques were equally successful in enhancing noticing and in increasing learners’ written accuracy. Indonesian Journal of English Language Teaching 2007-10 Article REM application/pdf en http://irep.iium.edu.my/32634/1/Maskanah_ML_%26_Arshad_AS_2007.pdf Mohammad Lotfie, Maskanah and Abdul Samad, Arshad (2007) Noticing and grammatical accuracy in ESL learners’ writing. Indonesian Journal of English Language Teaching, 3 (2). pp. 202-215. http://www.indonesianjelt.org/ |
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LB Theory and practice of education Mohammad Lotfie, Maskanah Abdul Samad, Arshad Noticing and grammatical accuracy in ESL learners’ writing |
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This paper presents an overview of an exploratory study on the role of noticing in improving written accuracy. The noticing hypothesis, as conceptualised by Schmidt (1990, 2001), focuses on the need to enhance learners’ awareness of target language items in order to convert input into intake and subsequently internalise input as part of interlanguage. This study also takes into account the comprehensible output hypothesis (Swain, 1985, 1998) that proposes that output can promote noticing as it encourages learners to become aware of the gap between their interlanguage and the target language usage. These concepts have been translated into three types of feedback techniques for written output and the techniques are Enhancement, Reformulation, and Sequential. All three techniques function as a means to enhance learners’ awareness of past time forms and are therefore form-focused in nature but avoid explicit explanations of those target forms. Results indicate that noticing is influenced by the types of learner responses to the techniques. The structural components of a target form may influence the success of its acquisition. Statistical results suggest that all three instructional techniques were equally successful in enhancing noticing and in increasing learners’ written accuracy. |
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Article |
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Mohammad Lotfie, Maskanah Abdul Samad, Arshad |
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Mohammad Lotfie, Maskanah Abdul Samad, Arshad |
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Mohammad Lotfie, Maskanah |
title |
Noticing and grammatical accuracy in ESL learners’ writing |
title_short |
Noticing and grammatical accuracy in ESL learners’ writing |
title_full |
Noticing and grammatical accuracy in ESL learners’ writing |
title_fullStr |
Noticing and grammatical accuracy in ESL learners’ writing |
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Noticing and grammatical accuracy in ESL learners’ writing |
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noticing and grammatical accuracy in esl learners’ writing |
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Indonesian Journal of English Language Teaching |
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2007 |
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http://irep.iium.edu.my/32634/1/Maskanah_ML_%26_Arshad_AS_2007.pdf http://irep.iium.edu.my/32634/ http://www.indonesianjelt.org/ |
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