Effects of Focus on Form
on Noticing- Input flood
Speakers：
2021313262 범역소
2020315324 왕붕새
1
introduce
With the gradual recognition and acceptance of the
importance of English learning in the social environment, the
need for students to learn English is becoming more and
more urgent. According to cognitive theory, English learning
is a process in which a large amount of effective input is then
converted into its own output. Through a large number of
effective inputs in the form of English reading teaching and
the construction of diverse forms of outputs for students, the
ideal English learning will no longer be out of reach, and the
acquisition of language knowledge will gradually become the
use of language tools.
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목 C O N T E N
록T S
1 Input
LOREM IPSUM DOLOR SIT AMET CONSECTETUER
2 Input flood
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3 Output
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4 Balance of input and output
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1 Input
Defining Type Importance
1
Defining
Input refers to the language (in spoken,
written, or signed forms) the learner is exposed
to in communicative contexts. It is language that
learners hear, read, or see that carries some sort
of message. Scholars have distinguished
different kinds of input.
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1
Type
Importance
There is input in general (any language that is
embedded in communication intended for a learner to
comprehend) but there are also comprehensible input
and modified input.
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1
Importance
The answer is relatively simple: That’s how the mind/brain is
wired. Regardless of one’s theoretical position, learners are not
blank slates when it comes to language acquisition. Learners
come equipped with internal mechanisms that can only act on
communicatively embedded input when it comes to creating a
linguistic system.
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2 Input flood
Focus on Form
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If you want to have a decent output, you must
first have a large number of inputs, input is
decisive for the success of English learning.
Output depends on input. It can be said that
without input, there can be no output, and
without large and sufficient input, there can be
no good output. So what kind of input is most
effective? hey are both interesting and relevant.
not grammatically sequenced and sufficient
input (i+1). Reading is the most effective way to
expand the amount of language input, both
inside and outside the classroom.
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2
This process is inseparable from the relationship
between language form and meaning, which is
reflected in classroom teaching as follows: Is it
form focus instruction or meaning-focused
instruction?
Peinemann(1987) held Krashen's view that the understanding of language meaning
and the use of language are two independent abilities, and the understanding of
language is often not directly reflected in the use of language, so there must
be a distance between them. And the relationship between the two does not have
to be understood before it can be applied. The most direct proof is that, for
children, it is often possible to use language first, and then to understand it
step by step. Therefore, we can only discuss second language acquisition from
the perspective of learners' process of processing language input.
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2
When it comes to middle age, we must not continue to use the
In the classroom teaching of English in Chinese primary schools, dismemberment mode that teaching activities are focused on the
teachers often only pay attention to vocabulary and grammar consolidation of words and phrases, and the learning of the whole
teaching, blindly mechanically practicing spelling words, text only focuses on the analysis of language knowledge points.
translating sentences and explaining grammar, while ignoring
reading teaching.
They even mistakenly believe that junior students
can't read at all without enough vocabulary This not only affects students' perception and
accumulation. In fact, the last piece of Oxford understanding of the whole text, but also makes
primary school textbooks is usually the rhyme, their reading ability not develop as it should.
chant, songs, which is the best material for junior
grade children to read, so that they can experience
the rhythm and beauty of the language through
reading.
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2
So input overload can lead to too much emphasis on form and not enough on output.
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3
Definition of output
output is just as important in language learning.
3 output is just as important in language
learning.
There is the claim floating around in some
teaching circles and in the general public that you
have to speak in order to learn a language. The
idea is that you can’t learn Arabic or Spanish
unless you practice speaking these languages.
What does the research say, if anything, about this
position?
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3 output is just as important in
language learning.
Output is generally defined as any attempt by an
L2 learner to produce language in spoken,
written, or signed form – although most L2
research on output deals with oral output. When
learners produce output, they are not engaged
in comprehension as they are with input.
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3 output is just as important in language
learning.
They are doing something else. One kind of output
is what we might call “practice,” in the traditional
sense of the term. This is the kind of output that
many language learners encounter. Learners repeat
something after the instructor (or the voice on the
software program they are using). Learners
translate a sentence from the L1 to the L2. Learners
are asked to make a sentence in the past tense to
show they can make the past tense. Learners are
asked to write full sentences as answers to
particular prompts (e.g., “Where do you live?” “I
live in London.”). Learners are asked to describe
their daily routines using reflexive verbs in Spanish
or pronominal verbs in French.
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3 output is just as important in
language learning.
What all of these output events have in
common is that learners are producing
language for the sake of producing
language. This is output as practice. The
other major kind of output can be termed
communicative output or communicatively
embedded output. The reader may recall
our definition of communication from
earlier: the expression and
interpretation of meaning in a given
context for a given purpose. Context is
defined by participants and setting, and
purpose refers to why meaning is
exchanged (e.g., social reasons, to learn
something, to remember something later,
as when we repeat a phone number). So
communicative output refers to the kind
of language learners produce in order to
express meaning to someone else in a
given context for a given purpose.
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3 Here is the importance of the output
In other words, output is necessary
Most theories and perspectives in contemporary L2 research do not hold that
communicative output is necessary for L2 acquisition. The one exception is skill
theory. Under skill theory, there is no concern for what grows in the mind/brain
of the learner but instead the focus is on how particular abilities to deploy
language in real time develop. A major proponent of skill theory is Robert
DeKeyser. Borrowing from research in cognitive and educational psychology,
DeKeyser has argued that some kind of output is necessary during acquisition
so that declarative knowledge (knowledge of) can become procedural
knowledge (doing), which in turn can become automatized (be done without
thinking) for the purpose of speaking (or signing). It is important to underscore
here that DeKeyser and those working within skill theory are not concerned
with how language grows in the mind/brain; they are concerned with the
development of skill, as the name of the theory clearly suggests. In a sense,
then, it is not fair to claim or imply that skill theorists believe that
communicative output is necessary for a linguistic system to develop; their
position is that it is necessary for skill to develop.
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3 And the output is varied
The first is verbal expression
2016learning, English is restricted by
As a second language
environmental factors, so there are not many opportunities to
fully express in English in daily life. Foreign language teachers
should create an environment for language communication in and
out of class, and try their best to create more opportunities for
students to speak and guide them how to speak more and how to
speak well. Set fixed output plates and tasks in class. For example,
the author always plays a game like this in the first 5 minutes of
class: Give students the words "be going to", "underground" and
"picnic area" (sometimes accompanied by pictures), based on
what they have learned in the textbook, and ask them to link
them together and say a few sentences. It's a holiday tomorrow.
My friends and I want to visit the City Park. We are going to take
the underground to get there. There is a picnic area in the park.
We can have a picnic there. It will be very interesting. Role-
playing or retelling after reading can not only deepen students'
understanding of the reading text and enrich their language
output, but also enrich students' emotional experience.
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The second is written expression
The combination of writing and reading can bring out the
best effect of English learning. Compared with oral,
written output is less restricted by conditions and other
factors, so it is essential to persist in assigning writing
tasks to students. The primary stage is the teacher's
controlled writing, which starts from repeatedly reading a
text and then writing a few key sentences inside, and
then imitating the reading material, for example, after
learning the Shanghai edition of Oxford textbook. Then
enter the development stage, give students some
freedom, the continuation of the reading text and semi-
open-ended proposition writing will often bring some
unexpected surprises to the teacher. Finally when writing
ability have a certain level, they arrive at the phase of
ascension, let students choose their own like free writing,
the theme of the best way is to write a diary, pen friend,
etc., into play to let the students read the accumulation of
material together, the real will read the output of the
input into express their own ideas, English study into the
use of language tools.
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4 The dynamic balance between input and output
4
To achieve a high level of foreign language, foreign language learners not only
need comprehensible input, but also comprehensible output. The emphasis on
output can force learners to try their best to use the language resources they have
mastered and improve the accuracy and intelligibility of language expression. Input
and output should be interdependent, interdependent and interactive in concrete
teaching practice. Any isolated emphasis on one side of the approach can not really
effectively improve the level of language acquisition. Input is a necessary condition
for language learning and output is a sufficient condition for language learning.
Only paying attention to providing students with language input while ignoring
students' language output will result in serious imbalance between students' input
and output. Input is the basis of output, no input, no output. However, the
intelligibility of the input can only be checked and corrected in the output, without
which it is difficult to see whether the input is understood. Output can strengthen
students' attention to and absorption of language input, and promote learners to
process language in a deeper level than input. Without the output, the teacher
cannot find the problems of the learners. It is only when learners produce the
language and are corrected that they find themselves making incorrect inferences.
In fact, language production plays an important role in learning a foreign language.
It not only stimulates more effective input, but also gives students an opportunity
to test their own hypotheses and promote their ability to construct sentences and
ideas to achieve automatic fluency.
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References
M. Swain Communicative competence: some roles of comprehensible
input and comprehensible output in its development. In Nie Qingpu
Language input, output and foreign language teaching [J] Journal of
Shandong Normal University 2002.4
Jiang Zukang, Second Language Acquisition Research [M] Beijing:
Foreign Language Teaching and Research Press, 1999
Li Jiongying Talks about Language Input in Second Language
Acquisition from the Theory of Constructivism [J] China Foreign
Languages 2005.4
Ye Ming, Factors and Countermeasures Affecting the Learning of
Non-English Majors [J] English Teaching and Research in
Teachers Colleges, 2006.3
DeKeyser, R. M. (2015). Skill acquisition theory. In B.
VanPatten & J. Williams (Eds.), Theories in second language
acquisition: An introduction. 2nd edition (pp. 94–112).
Mahwah, NJ: Lawrence Erlbaum.
Ellis, N. C. (2012). Frequency-based accounts of SLA. In S. M.
Gass & A. Mackey (Eds.), Handbook of second language
acquisition (pp. 193–210). New York: Routledge.
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