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All Journal Indonesian JELT Proceedings of ISELT FBS Universitas Negeri Padang
Arshad Abd. Samad
Universiti Putra Malaysia
Education Languange, Linguistic, Communication & Media

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NOTICING AND GRAMMATICAL ACCURACY IN ESL LEARNERS’ WRITING Maskanah Mohammad Lotfie; Arshad Abd. Samad
Indonesian JELT Vol 3, No 2 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 2 October 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (114.401 KB) | DOI: 10.25170/ijelt.v3i2.137

Abstract

This paper presents an overview of an exploratory study on the role of noticing in improving written accuracy. The noticing hypothesis, as conceptualised by Schmidt (1990, 2001), focuses on the need to enhance learners’ awareness of target language items in order to convert input into intake and subsequently internalise input as part of interlanguage. This study also takes into account the comprehensible output hypothesis (Swain, 1985, 1998) that proposes that output can promote noticing as it encourages learners to become aware of the gap between their interlanguage and the target language usage. These concepts have been translated into three types of feedback techniques for written output and the techniques are Enhancement, Reformulation, and Sequential. All three techniques function as a means to enhance learners’ awareness of past time forms and are therefore form-focused in nature but avoid explicit explanations of those target forms. Results indicate that noticing is influenced by the types of learner responses to the techniques. The structural components of a target form may influence the success of its acquisition. Statistical results suggest that all three instructional techniques were equally successful in enhancing noticing and in increasing learners’ written accuracy. Keywords: noticing   hypothesis,   input,   intake,   interlanguage, comprehensibe   output    hypothesis,   enhancement, reformulation, sequential
Language Awareness in the Second and Foreign Language Grammar Classroom Arshad Abd. Samad
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (324.208 KB)

Abstract

In the many decades since Applied Linguistics became a formalized and popular academic discipline, we have been introduced to several inter related terminology in language pedagogy that are used to help explain the process of becoming proficient in a second language. These terms include language acquisition, intake, the developing interlanguage system, and more recently, language awareness.  From the perspective of language teachers, these terms and the concepts they describe formally state desirable goals and point in the direction to which we want to bring our students but do not provide explicit information on how we can do so. Although language awareness may best be described as an educational movement in its initial stage, it has now taken on varying perspectives that affect almost all aspects of language use and consequently has clear implications on how language should be taught in classrooms.   This paper will begin by briefly examining the concept of language awareness and its scope.  It will then discuss some possible ways how language awareness can occur in an educational context and finally, drawing upon work conducting by earlier practitioners, especially Batstone (1995), the paper will propose a format for incorporating language awareness into the second and foreign language grammar classroom.
Co-Authors Maskanah Mohammad Lotfie