The effects of output task types on noticing and learning of the English past counterfactual conditional

Song, Mo; Suh, Bo-Ram

doi:10.1016/j.system.2007.09.006

Cited by 40 publications

(40 citation statements)

References 19 publications

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“…He found that in comparison with a control group who received a receptive (meaning-focused) task only, output did have an effect on both noticing and learning. Similar results were found by Song and Suh (2008), who used two types of output tasks (a reconstruction or a picture-cued writing task) and found increased noticing and acquisition of the English past counterfactual conditional for participants who had completed these tasks, compared with those who had not. However, this was only true for production tasks; no difference was found between the production and the control group on receptive knowledge of the target structure.…”

Section: The Role Of Outputsupporting

confidence: 80%

Learner uptake and acquisition in three grammar-oriented production activities

Reinders

2009

Language Teaching Research

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This study investigates the effects of three types of production activities on uptake (operationalized as correct suppliance of the target structure during the treatment) and acquisition of negative adverbs in English. It also investigates the relationship between uptake and acquisition. The three production activities included a dictation, an individual reconstruction and a collaborative reconstruction activity. Each of these asked participants to produce the target structure but differed in (1) whether the activity was completed individually or collaboratively; (2) the amount of text participants had to produce; and (3) their degree of complexity and cognitive demand. It was found that all three activities resulted in uptake with the collaborative reconstruction, the dictation activities resulting in greater uptake than the individual reconstruction activity. There was also an effect for the activities on acquisition (of grammatical items only), but no differential effect for any of the three types of activities. It was concluded that a production activity can lead to increased uptake, but not to increased acquisition, and vice versa. The results may help language teachers look beyond immediate performance on an activity as a measure of success, and make better-informed decisions about when to use what type of activities.

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Section: The Role Of Outputsupporting

confidence: 80%

Learner uptake and acquisition in three grammar-oriented production activities

Reinders

2009

Language Teaching Research

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“…We replicated the study done by Song and Suh (2008). This study was done in Korea and with a small number of participants (fifty two).…”

Section: Introductionmentioning

confidence: 94%

The Effects of Output Task Types on Noticing and Learning of English Past Modals: A Case of Intermediate Persian Adult Learners of English

Ghari¹,

Moinzadeh²

2011

JLTR

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“…Another strand of research on EFL using output tasks is focused on investigating the effect of different output tasks on ESL learning. For instance, a study with the EFL Korean students (Song and Suh, 2008) has indicated that the participants receiving two various output opportunities (i.e., reconstruction and picture-cued writing tasks) performed significantly better than those in the non-output conditions on the production post-test even though there were no significant difference between the two different methods. The same effect of output tasks on target forms is also found in other Asian EFL contexts (e.g.…”

Section: A Efl Background In Chinamentioning

confidence: 99%

“…Most of the studies, however, resonated with each other on the positive effect of output tasks on production tasks in English learning context (e.g. Izumi et al, 1999, Izumi, 2002, Song and Suh, 2008 if not all on comprehension tasks. What is not clear is the extent to which output task can be beneficial to L2 production tasks?…”

Section: Introduction With the Proposal Of Swain's Comprehensible mentioning

confidence: 96%

“…Many studies, for example, have attempted to compare the empirical effect of output tasks with non-output conditions, such as with input enhancement (e.g., Izumi, 2002, Song andSuh, 2008;Song, 2010) or with processing instruction (e.g., Morgan-Short & Bowen, 2006). These studies have found that output tasks are beneficial to L2 language learning even though variations of such effect exist under different task conditions, e.g.…”

Section: Introduction With the Proposal Of Swain's Comprehensible mentioning

confidence: 99%

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The Effect of Output Task on EFL Writing: How Far Can It Go?

Huang

2016

JLTR

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Abstract-The present study attempts to further the understanding of the effect of output in SLA by investigating to what extent an output task (i.e., reconstruction task) is effective in EFL writing. Data in the form of pre-, post-and delayed post-tests were collected from 28 students (14 in input-oriented group while 14 in output group) at one Chinese University. The results revealed a positive and enduring effect of the output task on learners' grammatical accuracy in writing as compared with input-oriented instruction that has long been prevalent in Chinese EFL classroom. However the results did not find an equal impact of the task on different rules: The rules carrying meaning (e.g., connective) or having semantic equivalents in target language (e.g. passive "-ed" or comparative "-er" or superlative "-est") are produced more accurately by the output group while less meaningful morphology (e.g. plural noun "-s", third singular "-s") or local rule (e.g. prepositions) were most difficult for these EFL learners. We argue semantic and functional awareness is the key format for learners to acquire and internalise the grammatical forms.

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The effects of output task types on noticing and learning of the English past counterfactual conditional

Cited by 40 publications

References 19 publications

Learner uptake and acquisition in three grammar-oriented production activities

Learner uptake and acquisition in three grammar-oriented production activities

The Effects of Output Task Types on Noticing and Learning of English Past Modals: A Case of Intermediate Persian Adult Learners of English

The Effect of Output Task on EFL Writing: How Far Can It Go?

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