The role of output for learner attention to input in second language acquisition

Diana Paninos, University of Pennsylvania

Abstract

This dissertation study aimed to contribute to current understanding of the role of second language (L2) output for orienting L2 learners' attention to form in L2 input in second language acquisition (SLA) by extending theoretical and empirical work on the relationship between output, attention, and input (de Bot, 1996; Swain, 1985, 1993, 1995). Four research questions guided this investigation. (1) How does an initial opportunity for L2 output affect orientation of attention to form L2 input? (2) How does an initial opportunity for L2 output affect orientation of attention to form in L2 input in the immediate term and in the subsequent term? (3) How does an initial opportunity for L2 output in combination with L2 input affect production of form in output? (4) How does an initial opportunity for L2 output in combination with exposure to L2 input affect production of form across time as form encodes meaning in output? The treatment consisted of opportunity for oral output before exposure to aural input and was compared with either exposure to input or production of output alone. Output for each of the three groups was elicited using a picture-cued production task, and then coded for the presence of four targeted linguistic items corresponding to linguistic items that occurred in input. Four findings emerged from the study. The first finding indicated a significant positive effect for output on orientation of attention to form in input. The second finding was that output affected orientation of attention to form in input in the immediate and subsequent terms in ways that suggest the effects of learner and linguistic factors. The third finding indicated that output had a significant positive effect on the production of grammatical forms. The fourth finding suggested a delay for the effect of output before input on the production of grammatical form from the immediate to the subsequent term. The findings imply that output may indeed play a role in orienting learner attention to input, and that both linguistic and learner factors should be considered when investigating the role of output in SLA for attention to L2 form in input.

Subject Area

Language arts|Bilingual education|Multicultural education|Cognitive therapy

Recommended Citation

Paninos, Diana, "The role of output for learner attention to input in second language acquisition" (2005). Dissertations available from ProQuest. AAI3179787.
https://repository.upenn.edu/dissertations/AAI3179787

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