چکیده

ABSTRACT As proposed by the widely held Comprehensible Input Hypothesis, it is often believed that learning is to happen automatically if the input provided by the more proficient interlocutor is comprehensible to the learner. However, Schmidt s (1990) Noticing Hypothesis suggests that new forms will not be learned if they are not actively noticed by the learner. Furthermore, Swain s (1985) Output Hypothesis holds that output alone could not bring about learning especially on the part of production. She held that learners became conscious about the lacks in their proficiency as he started to produce an utterance. The present study aimed at reinvestigating the effects of noticing in learning new linguistic forms through three different types of written feedback forms.Eighty male and female adult learners of Intermediate level were chosen for the purposes of this research. There were three noticing groups and one control group. The noticing groups were 1) model group, who received a model text as their feedback, 2) reformulation group, who received a reformulation of their own text by a native speaker, and 3) explicit metalinguistic feedback (EMF), who received more explicit feedback on their mistakes. All the participants were provided with similar picture prompts to provide a story about. Next each group was provided with their own feedback type and the post-test followed, which was to repeat the same story. Finally, a delayed post-test was administered to check learning gains.A close analysis of the results of the research revealed that all the noticing groups outperformed the control group in incorporating new forms into both their immediate and delayed subsequent texts. Among the noticing groups the participants in the reformulation group performed the best. The next best performance was related to the EMF group, and the third best group was the model group. It was also revealed that there was no significant difference between male and female participants in their amount of noticing. Finally, no significant relationship was proved to exist between the number of output holes learners encountered (problems they encountered as they produced an utterance) and the number of forms noticed by the learners.

کليدواژه ها

Key Words: Reformulated Texts, Model Texts, Explicit Metalinguistic Feedback, Noticing,Target Language Forms and Adult Intermediate EFL Learners.

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Mohammad Bagher Shabani , 1398 , Exploring the Effects of Reformulated Texts, Model Texts, and Explicit Metalinguistic Feedback on Noticing Target Language Forms and Reexamining the Noticing-Triggering Nature of Output in L2 International Development in Adult Intermediate EFL Learners , اولين کنفرانس بين المللي مطالعات زبان انگليسي