The effects of inputand output-based focus-on-form instruction and learners’ prior knowledge on the noticing and learning of a target feature

Abstract

The present study sought to compare the relative effects of input-based and output-based focus-on-form instruction on the noticing and learning of a given target feature. It also investigated whether they would differ depending on learners’ prior knowledge of a target grammar feature. Five intact classes of 139 college students were randomly assigned to two experimental groups (input and output groups) and one control group. The input group was asked to perform two comprehension tasks designed to require the learners’ understanding of the target feature in textually enhanced materials, while the output group performed two picture-cued writing tasks. The learners’ prior knowledge of the target feature was divided into four different levels based on the analysis of their responses to the pretest. The results showed that the different types of instruction and learner prior knowledge did not bring about any statistical differences on the noticing of the target feature. In terms of learning, the input group outperformed the output group on the comprehension test, who outperformed the control group. On the production test, on the other hand, both the input and output groups outperformed the control group with no significant differences between the two experimental groups. Limitations and directions for further research are discussed.