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
LOREM IPSUM DOLOR SIT AMET CONSECTETUER

The pros and cons Balance of

3 of input flooding
LOREM IPSUM DOLOR SIT AMET CONSECTETUER
4 input and output
LOREM IPSUM DOLOR SIT AMET CONSECTETUER
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. In another input flood study, Loewen, Erlam, and Ellis (2009) observed the effects of an input
flood of exemplars of English third-person -s on intermediate level learners of English.

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In the course of a structured input treatment on generic articles (e.g., A lion eats meat.), 20
learners in New Zealand ESL classes were also exposed to numerous instances of third-person
present-tense verbs. If input flood had been effective in this instance, there should have been an
improvement in learners’ scores from pretest to posttest, especially in comparison to learners
who did not receive the input flood. Learners completed two tests, targeting implicit and explicit
knowledge respectively, but no improvement in learners’ use of third-person-s was found on
either test, indicating, again, that the input flood was not sufficient to increase learners’ accurate
use of the target structure.

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 The pros and cons

3 of input flooding
output is just as important in language learning.
3 output is just as important in language
learning.

However, several studies have found benefits for

input flood. For exam-ple, in a study of English
inverted negative adverbs (e.g., Seldom had he
seen such a beautiful woman.), Reinders and Ellis
(2009) compared the effects of enriched and
enhanced input. Learners in the enriched input
condition were
given texts containing multiple exemplars of the
target structure, while the enhanced input group
received the input flooded text as well explicit
instructions to pay attention to the target
structure. Upper-intermediate ESL learners in New
Zealand showed some improvement in both
conditions, but there was no difference between
the two groups.

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3 output is just as important in
language learning.

In another study, Hernández (2011) compared

the effects of input flood and explicit instruction
on the use of Spanish discourse markers by
English L1 university students. The input flood
group was given three texts.Learners were asked
to notice the use of preterit and imperfect past
tense,
and were given a comprehension test after
reading each text. Subsequently,
learners had the opportunity to engage in
information gap activities in which
the use of discourse markers would be helpful. In
comparison, the explicit
instruction group received the same texts, but
they were also provided with
explicit instruction about discourse markers. 16
3 output is just as important in language
learning.

Additionally, they received corrective

feedback on any discourse marker errors that
they committed during the communicative
tasks. Hernández found that both groups
improved significantly in their use of
discourse markers during picture- description
tasks used as pretests and posttests. Similar to
Reinders and Ellis’s (2009) study, there was no
additional improvement for the group that
received explicit information about the target
structure. Thus, several studies have found
some effect for input flood.

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3
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 the output is varied

verbal expression
2016
The first is verbal expression
As a second language learning, English is restricted by
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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3 LOREM IPSUM DOLOR SIT AMET CONSECTETUER

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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 Publication of 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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