Noticing and grammatical accuracy in ESL learners’ writing

This paper presents an overview of an exploratory study on the role of noticing in improving written accuracy. The noticing hypothesis, as conceptualised by Schmidt (1990, 2001), focuses on the need to enhance learners’ awareness of target language items in order to convert input into intake and sub...

Full description

Bibliographic Details
Main Authors:	Mohammad Lotfie, Maskanah, Abdul Samad, Arshad
Format:	Article
Language:	English
Published:	Indonesian Journal of English Language Teaching 2007
Subjects:	LB Theory and practice of education
Online Access:	http://irep.iium.edu.my/32634/ http://irep.iium.edu.my/32634/ http://irep.iium.edu.my/32634/1/Maskanah_ML_%26_Arshad_AS_2007.pdf

id	iium-32634
recordtype	eprints
spelling	iium-326342013-11-11T02:07:42Z http://irep.iium.edu.my/32634/ Noticing and grammatical accuracy in ESL learners’ writing Mohammad Lotfie, Maskanah Abdul Samad, Arshad LB Theory and practice of education This paper presents an overview of an exploratory study on the role of noticing in improving written accuracy. The noticing hypothesis, as conceptualised by Schmidt (1990, 2001), focuses on the need to enhance learners’ awareness of target language items in order to convert input into intake and subsequently internalise input as part of interlanguage. This study also takes into account the comprehensible output hypothesis (Swain, 1985, 1998) that proposes that output can promote noticing as it encourages learners to become aware of the gap between their interlanguage and the target language usage. These concepts have been translated into three types of feedback techniques for written output and the techniques are Enhancement, Reformulation, and Sequential. All three techniques function as a means to enhance learners’ awareness of past time forms and are therefore form-focused in nature but avoid explicit explanations of those target forms. Results indicate that noticing is influenced by the types of learner responses to the techniques. The structural components of a target form may influence the success of its acquisition. Statistical results suggest that all three instructional techniques were equally successful in enhancing noticing and in increasing learners’ written accuracy. Indonesian Journal of English Language Teaching 2007-10 Article PeerReviewed application/pdf en http://irep.iium.edu.my/32634/1/Maskanah_ML_%26_Arshad_AS_2007.pdf Mohammad Lotfie, Maskanah and Abdul Samad, Arshad (2007) Noticing and grammatical accuracy in ESL learners’ writing. Indonesian Journal of English Language Teaching, 3 (2). pp. 202-215. http://www.indonesianjelt.org/
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Mohammad Lotfie, Maskanah Abdul Samad, Arshad Noticing and grammatical accuracy in ESL learners’ writing
description	This paper presents an overview of an exploratory study on the role of noticing in improving written accuracy. The noticing hypothesis, as conceptualised by Schmidt (1990, 2001), focuses on the need to enhance learners’ awareness of target language items in order to convert input into intake and subsequently internalise input as part of interlanguage. This study also takes into account the comprehensible output hypothesis (Swain, 1985, 1998) that proposes that output can promote noticing as it encourages learners to become aware of the gap between their interlanguage and the target language usage. These concepts have been translated into three types of feedback techniques for written output and the techniques are Enhancement, Reformulation, and Sequential. All three techniques function as a means to enhance learners’ awareness of past time forms and are therefore form-focused in nature but avoid explicit explanations of those target forms. Results indicate that noticing is influenced by the types of learner responses to the techniques. The structural components of a target form may influence the success of its acquisition. Statistical results suggest that all three instructional techniques were equally successful in enhancing noticing and in increasing learners’ written accuracy.
format	Article
author	Mohammad Lotfie, Maskanah Abdul Samad, Arshad
author_facet	Mohammad Lotfie, Maskanah Abdul Samad, Arshad
author_sort	Mohammad Lotfie, Maskanah
title	Noticing and grammatical accuracy in ESL learners’ writing
title_short	Noticing and grammatical accuracy in ESL learners’ writing
title_full	Noticing and grammatical accuracy in ESL learners’ writing
title_fullStr	Noticing and grammatical accuracy in ESL learners’ writing
title_full_unstemmed	Noticing and grammatical accuracy in ESL learners’ writing
title_sort	noticing and grammatical accuracy in esl learners’ writing
publisher	Indonesian Journal of English Language Teaching
publishDate	2007
url	http://irep.iium.edu.my/32634/ http://irep.iium.edu.my/32634/ http://irep.iium.edu.my/32634/1/Maskanah_ML_%26_Arshad_AS_2007.pdf
first_indexed	2023-09-18T20:47:06Z
last_indexed	2023-09-18T20:47:06Z
_version_	1777409748430225408

Noticing and grammatical accuracy in ESL learners’ writing

Similar Items