چکیده:
The practice of „writing to learn‟ has been propounded as fast-tracking the dynamic process of noticing problems in L2 writing. However, a marked melioration in learners‟ attempted output requires a form of corrective feedback, among which modeling has proven to bear vigorous input enhancement effects. The present study attempted to inspect what EFL learners notice throughout their own output and exposure to model texts and how this noticing acts upon their short-term and long-term writing performance. In a repeated measure quasi-experimental design, the performance of 43 Iranian EFL learners on narrative writing tasks was collected upon pre-test, post-test, and delayed post-test. The participants indicated their noticing of linguistic problems through note-taking during the writing task followed by the exposure to two model texts and two revisions of the original writing, immediately, and two months later. The type of linguistic features noticed was studied through qualitative analysis. Paired-samples t-tests were conducted to compare students' accuracy performance before and after noticing. The results indicated that learners‟ grammatical accuracy was improved by noticing. As to the nature of incorporated features, learners' noticing played a prompting role in the effectiveness of models since learners retained those lexical and grammatical features compatible with their own noticing. It is argued that the participants' engagement in output activity has increased their awareness of the required linguistic features, facilitating their noticing of those features through exposure to positive feedback. The findings provide further evidence for the constructive role of output in language learning.
خلاصه ماشینی:
In addition to exploring the nature of noticing through writing and through exposure to native models in Iranian EFL context, the present study aimed at inquiring into short-term and long-term pedagogical effects of these two types of instructional noticing strategies in terms of grammatical accuracy in narrative writing tasks.
Once the constructive role of attention to language AREL {مراجعه شود به فایل جدول الحاقی} forms was substantiated through the extended research findings of the focus-on-form movement (Ferris & Roberts, 2001; Leow, 2000; Robinson, 1995, Schmidt, 1990; Tomlin & Villa, 1994), the focus partially shifted to the nature of noticing as a dynamic learning process and the way it might be operationalized and measured in the process of learning L2 (Philip, 2012).
By accommodating the research scheme offered by Hanaoka (2007) into Iranian EFL context, the current study aimed to investigate the nature of self-initiated noticing of linguistic forms as learners are involved in actual writing accompanied by input-enhancement opportunity provided by native model compositions.
In line with the previous studies in this regard (Garcia Mayo & Labandibar, 2017; Kang, 2010; Hanaoka, 2007; Hanaoka & Izumi, 2012; Qi & Lapkin; Williams, 2001; Yang & Zhang, 2010), EFL learners in Iranian context indicated a prominent tendency toward noticing lexical problems throughout the unfocused output task.