DOES OUTPUT PROMOTE NOTICING AND SECOND LANGUAGE ACQUISITION

By Shinichi Izumi, Martha Bigelow. 2000

322 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/1fcf824ffa451e08da6aec220a96648d4847eeae

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Citations in the corpus

PROCESSING INSTRUCTION AND MEANINGFUL OUTPUT-BASED INSTRUCTION:: Effects on Second Language Development (2006, background): “Although it has not been within the scope of most PI research to clarify what role~s! output might play in SLA, some researchers ~e+g+, Izumi, 2002; Izumi & Bigelow, 2000; Izumi et al+, 1999; Swain, 1995; Swain & Lapkin, 1995! have specifically set out to investigate this issue+ These researchers, w”
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “Because the noticing triggered by output and the resulting modifi ed output (MO) have proven beneficial for improving accuracy (Izumi & Bigelow, 2000 ; Nobuyoshi & Ellis, 1993 ), the effectiveness of prompts has been attributed to this cognitive processing (e.g., Ammar & Spada, 2006 ; Lyster, 2004…”
THE EFFECTIVENESS OF TWO FORM-FOCUSED TASKS IN ADVANCED EFL PEDAGOGY (2002, background): “…performing these tasks are extremely necessary so that researchers can consider whether and to what extent they are effective for the different proficiency levels for which they are intended and also the different learning potentials each task stimulates (García Mayo 2002; Izumi & Bigelow 2000).”
Negotiation of Meaning in Conversational and Information Gap Activities: A Comparative Discourse Analysis. (2001, background): “Much recent work in this area (e.g., Izumi & Bigelow, 2000) has examined two additional factors involved in interaction and acquisition: the learner’s attention and output.”
Effects of task repetition on learners’ attention orientation in L2 oral production (2016, background): “In reaction to the difficulty of measuring attention, Izumi and Bigelow (2000) suggested the implementation of methodological triangulation.”
Processing and learning of enhanced English collocations: An eye movement study (2017, methodology): “…over other methods used in previous L2 acquisition studies that explored the association between attention and learning, such as (1) underlining (Izumi & Bigelow, 2000), (2) note-taking of all the words participants believe necessary and central to understanding the text (Izumi, 2002), and (3)…”
A study of flow theory in the foreign language classroom (2003, background): “Recent research supports “noticing,” or consciously attending to language input, as an important issue in language acquisition (Robinson, 1995; Schmidt, 1993, 1995; Swain, 1998), although the research is mixed concerning the benefits and functions of noticing (Izumi & Bigelow, 2000).”
INFORMATION GAP TASKS: Their Multiple Roles and Contributions to Interaction Research Methodology (2006, background): “…early step toward task completion+ Learners’ noticing of form has been signaled in various ways—for example, by underlining the target form in a passage ~Izumi & Bigelow, 2000!, inclusion of the form in a text reconstruction activity ~Izumi, 2002!, reference to the target form in a learning…”
AN EYE FOR WORDS (2013, background): “Uggen ( 2012 ), a recent conceptual replication of Izumi and Bigelow ( 2000 ), also took underlining to refl ect fi rst and foremost learners’ attentional processes.”
The Potential Role(s) of Writing in Second Language Development. (2012, background): “A growing body of research has shown that output can play an important role in all of these processes (Fortune, 2005; Izumi & Bigelow, 2000; Lapkin, Swain, & Smith, 2002; Swain, 1998, 2000; Swain & Lapkin, 1995; Toth, 2006).”
L2 output, reformulation and noticing: Implications for IL development (2003, background): “Izumi and Bigelow (2000) found that noticing led to learning as well, but that this was mitigated by the type of task used to promote noticing.”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “This process has proven to benefit restructuring of interlanguage at the level of noticing (Izumi & Bigelow, 2000) as well as at the level of output (Nobuyoshi & Ellis, 1993).”