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OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS

Shinichi Izumi

Studies in Second Language Acquisition, 2002. DOI 10.1017/s0272263102004023

Has this study been replicated?

The atlas records 1 replication of this study. Recorded outcomes: 1 mixed. The earliest on record is from 2014.

Replications

• A Closer Look at the Output Hypothesis: The Effect of Pushed Output on Noticing and Inductive Learning of the Spanish Future Tense, Russell (2014). Foreign Language Annals. Outcome recorded: mixed. The results supported the noticing function of the output hypothesis and revealed that pushed output followed by exposure to future tense forms in subsequent input enabled students to learn the targeted form inductively. Outcome read from the abstract. View paper

Cite this record

Izumi, S. (2002). OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS. Studies in Second Language Acquisition, 24(4), 541–577. https://doi.org/10.1017/s0272263102004023

Other studies in the atlas

• THE BOUNDS OF ADULT LANGUAGE ACQUISITION
• THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION
• EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS' ACQUISITION OF…
• The Influence of Planning and Task Type on Second Language Performance
• INCIDENTAL VOCABULARY LEARNING IN SLA
• First language effects on incidental vocabulary learning through bimodal input

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