OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS

By Shinichi Izumi. Studies in Second Language Acquisition, 2002

625 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/793543cd78bd94c6441384dc4bb63a7129f2a7fb

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Citations in the corpus

Processing and learning of enhanced English collocations: An eye movement study (2017, methodology): “The eye-tracker appears to have several advantages 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 ”
VISUAL INPUT ENHANCEMENT AND GRAMMAR LEARNING: A Meta-Analytic Review (2008, background): “…effects of VIE over input flood on learning of grammatical items ~e+g+, Lee, 2007; White, 1998!, whereas others failed to find such helpful effects ~e+g+, Izumi, 2002, 2003; Jourdenais!+ Explicit grammar instruction, to which VIE has also frequently been compared, has typically been reported to…”
THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION (2013, methodology): “…noticing regardless of evidence of subsequent learning is warranted because it is at the heart of the argument for enhancement: Enhancement aids noticing, which is a central precondition for adult L2 acquisition (see Izumi, 2002 ; Leow, 2001a ; Robinson, 1995 ; Schmidt, 1990 , 1993 , 1995 , 2001 ).”
Learner proficiency and focus on form during collaborative dialogue (2004, background): “…from their discussion of grammar problems, future research could employ measures to examine if LREs promote noticing of forms upon subsequent listening to the dictogloss passage (see Izumi, 2002 regarding the effects of learners’ written output on noticing and learning of forms when reading texts).”
INFORMATION GAP TASKS: Their Multiple Roles and Contributions to Interaction Research Methodology (2006, background): “…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 journal ~McDonough, 2005!, or during thinkaloud verbal reports ~Rosa & O’Neill, 1999!+…”
The Routledge handbook of English language teaching (2018, background): “Therefore, it is ill-advised in the teaching of propositions to treat the locatives as canonical and the other uses as idiosyncrasies to be learned use-by-use in a rote fashion.”
Teachers Exploring Tasks in English Language Teaching (2005, background): “That is, output is not just a product of acquisition that has TBL: Theories and Applications 21 already taken place or a means by which to practice one’s language for greater fluency, but rather it plays a potentially important role in the acquisition process (Izumi, 2002; Swain, 1998, 2000).”