The Effect Of Modified Output On Grammar Learning By College Students

The notion of modified output (MO) has been a hot issue since it's first proposed by Swain in 1995. From then on, various researches about modified output (MO) have been done, ranging from theoretical research to practical research. There are seldom studies of modified output in subjunctive mood learning. This thesis seeks to apply the approach of corrective feedback to investigate the impact of modified output on subjunctive mood learning by college students, with an aim to address the following issues: 1) Compared with learners under original output, can learners under modified output promote accuracy for foreign language learning? 2) Compared with learners under coded feedback, can learners under uncoded feedback and students'conference promote accuracy for foreign language learning?The research design is as follows: all the subjects were 60 freshmen of non-English majors enrolled in a college. They were students of one class. The students were assigned to control group (output), experimental group1 ( modified output with code feedback) and experimental group2 (modified outputwith uncoded feedback+students conference) with 20 students in each group. The aim was to investigate their results of learning subjunctive mood under different treatment. Furthermore, it explore whether modified output facilitate grammar learning or not. The results of pretest and posttest data were collected for theempirical research. The findings of the research are as follows: 1) the results showthat there is significant difference among the groups. (p<.000), which indicate thatmodified output plays positive effect on grammar learing.2) the modified outputgroup under uncoded feedback +students conference did not outperform than themodified output group under coded feedback, which means uncoded feedback +students conference may be not fit for the college students of low-intermediate level.This study has both important theoretical and pedagogical implications. Firstly, the research provides empirical evidence for modified output, and extends it by exploring the role of output not only in language fluency, but also in engaging the learner in the processes of restructuring. Secondly, this research has importantimplication for language teaching and learing. It is suggested that the teachershould provide more opportunities of language output for the student in classroomteaching. and that student can learn the L2 through using and producing the language.