Effects of Focus on Form

on Noticing- Input flood

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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
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2 Input flood
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The pros and cons Balance of

3 of input flooding
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4 input and output
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1 Input
Defining Type Importance
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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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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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2 Input flood
Focus on Form
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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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The primary theoretical concern of focus on

form is how attention to both meaning and form
can be combined to create an optimal learning
environment in which both implicit and explicit
learning occur, and in which implicit and explicit
knowledge are developed.

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Input flood

One of the most implicit types of focus on form is an input flood, in which
the input that is provided to learners is seeded with multiple examples of a
target structure (Hernández, 2011). For instance, a communicative activity
in which learners must choose among several applicants for a scholarship
(see example in the Activities and Discussion Questions section of Chapter 3)
might be seeded with conditional sentences detailing what each applicant
would do if they received the award. Input flood is subtle and implicit
because the only manipulation that is done is to ensure that multiple
exemplars of the targeted structure occur in the input. The goal of input
flood is to facilitate implicit and incidental learning by causing learners to
notice the numerous examples of the target structure (Loewen, Erlam, &
Ellis, 2009; Reinders & Ellis, 2009).

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When it comes to middle age, we must not continue to use the

In the classroom teaching of English in Chinese primary schools,
teachers often only pay attention to vocabulary and grammar
teaching, blindly mechanically practicing spelling words,
translating sentences and explaining grammar, while ignoring
reading teaching.
dismemberment mode that teaching activities are focused on the
consolidation of words and phrases, and the learning of the whole
text only focuses on the analysis of language knowledge points.

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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As has been stated, one of the most implicit types of focus on form is input flood, and while only a few studies
have examined input flood by itself, their results are mixed regarding its effectiveness. One early study by Trahey
and White (1993) investigated the effects of an input flood of English adverbs for French-speaking children studying
English in Quebec. After two weeks of input, the learners showed an increase in the use of adverbs, but there was no
decrease in the use of inaccurate L1 strategies that resulted in the incorrect placement of adverbs between the verb
and object. Trahey and White suggested that positive evidence alone was not sufficient in this instance to effect
change in learners’ interlanguage forms, and they proposed that negative evidence, in this case corrective feedback
and explicit information about the differences between French and English adverb placement, might be necessary
for L2 development.

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