Implementing Output with Input Enhancement and Recasts for Noticing and Understanding

Since the theoretical claim was made that output has the potential to facilitate cognitive processes for L2 acquisition such as noticing, there has been a paucity of empirical research in this regard. Moreover, Izumi (2002) found that output is less effective in inducing noticing than other interventional paradigms such as input enhancement. Given Izumi's finding, this study aims to explore ways to pedagogically strengthen the role of output to facilitate cognitive processes. Specifically, it addresses whether output may further benefit cognitive processes when followed by provision of additional paradigms of input enhancement and recasts. Cognitive processes were examined into two levels of noticing and understanding. Results of the experiment that compared four groups of Korean college learners of English that experienced output with neither, one, or both of the paradigms revealed that input enhancement was more beneficial in noticing whereas recasts contributed more to understanding. Additionally, it was revealed that combination of the two paradigms may maximize the increase of both noticing and understanding triggered by output.