Exploring The Noticing Function Of Output And Its Effects On Second Language Learning Based On A Translating Task

Since Swain proposed the Output Hypothesis,many researchers abroad have carried out empirical studies to explore whether output triggers noticing and facilitates second language learning through the noticing.However,their studies have come to different conclusions.In China,there are only a few empirical studies that have examined the noticing function of output and its role in second language learning.In addition,the lack of output has led to the common phenomenon of “high scores,low abilities” among Chinese English learners.Therefore,it is necessary for the current study to further investigate the noticing function of output and its role in second language learning in order to provide useful implications for English teaching in China.Based on Swain's Output Hypothesis and Schmidt's Noticing Hypothesis,the present study employed a Chinese-English translation task to explore the noticing function of output and its effects on second language learning.The task consisted of four stages and was performed over the course of 34 days.First,the participants translated a Chinese text into English and thought aloud at the same time.Next,the participants compared their own translation with a model and thought aloud at the same time.Then,the participants revised their original translation.Finally,the participants revised their original translation again one month later.The study yielded the following findings:(1)the participants could become aware of the problems in their interlanguage when producing the target language and they also tried to look for solutions to the problems;(2)the participants noticed the linguistic features from the model during the comparing stage and they processed the noticed features either with understanding or not;(3)the quality of noticing played an important role in facilitating participants' second language learning;(4)output together with input could improve the participants' performance in the revision stages effectively;(5)the effects of the noticing function of output on second language learning were not long-term;(6)language-related noticing was a necessary but not sufficient condition for the conversion of input into the intake for learning,so it could not guarantee language learning.What led to learning more directly was the processing of the output-related input and frequent rehearsing of the input.Based on these findings,the present study offers some targeted suggestions about how to facilitate English learning through the noticing function of output in English teaching.