Testing the Noticing Function of the Output Hypothesis

Sumayyah Qaed Alsulami

doi:10.5539/elt.v9n2p136

Abstract

<p>In spite of Krashen’s (1985) claims that the only way to acquire a second language is through non-stressful comprehensible input, Swain (1995, 1998, 2005) and others propose that the production of language (speaking or writing), under certain circumstances, is a significant part of the second-language acquisition process. Swain also states that there are three functions of output, and one of these is the noticing or triggering function, in which through producing output, learners become aware of their linguistic knowledge. This study examines the role and effectiveness of output – in particular, the noticing function of language output – in developing the writing skills of an English as a Foreign Language (EFL) student from Saudi Arabia. The notice function enables the student to identify lexis and grammar problems in his writing. Data collection for the study was conducted in three stages: In Stage 1 the participant, who studies English at Latrobe Language Centre in Level 4A, wrote three paragraphs in response to illustrated questions. In Stage 2, the participant compared his original writing to model paragraph feedback tools. In Stage 3, the student rewrote his original paragraphs based on what he noticed in Stages 1 and 2. This methodology demonstrated the aspects of language that a second-language learner noticed while forming a paragraph on his own. It also illustrated what the participant noticed when he compared his writing to a model and what changes he made to his writing, as a result. It pushed the learner to create a modified output, leading to development of his writing skills in second-language acquisition.</p>

Highlights

In the early 1980s, the dominant hypothesis in the field of second-language acquisition was the input comprehensible hypothesis. Krashen (1985) insisted that the only way to acquire a second language was through exposure to sufficient input knowledge
In spite of Krashen’s (1985) claims that the only way to acquire a second language is through non-stressful comprehensible input, Swain (1995, 1998, 2005) and others propose that the production of language, under certain circumstances, is a significant part of the second-language acquisition process
This study examines the role and effectiveness of output – in particular, the noticing function of language output – in developing the writing skills of an English as a Foreign Language (EFL) student from Saudi Arabia

Summary

Introduction

In the early 1980s, the dominant hypothesis in the field of second-language acquisition was the input comprehensible hypothesis. Krashen (1985) insisted that the only way to acquire a second language was through exposure to sufficient input knowledge. In the early 1980s, the dominant hypothesis in the field of second-language acquisition was the input comprehensible hypothesis. Input merely led to second language acquisition. Swain (1985) argued that one reason the learners made so many grammatical errors in their second language was because they produced less of the language. Research with French immersion students in Canada demonstrated that in spite of many years of comprehensible input in French, the second-language students showed less grammatical and syntactic proficiency than their native-speaking peers. These findings lessened the validity of the input hypothesis

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Conclusion