Gender Differences in Output-input Processing Sequence

The present research reports on a study which examined the role of gender in the input processing preceded by output processing. Forty-six males and fifty-two females studying at Iran Language Institute were assigned to four treatment groups (two output and two non-output groups). First, participants in the output condition were asked to write a story in English based on a series of pictures. Second, participants in both conditions read a model story written by a native English speaker about these pictures. Third, both sets of participants were required to recall in writing what they had already read. The results indicated considerable effect of output-input sequence on learners’ acquisition of the targeted vocabulary items and grammatical expressions. However, the gender of the participants was found to have no significant role on the input processing preceded by output processing.

[1]  Shinichi Izumi,et al.  DOES OUTPUT PROMOTE NOTICING AND SECOND LANGUAGE ACQUISITION , 2000 .

[2]  Wataru Suzuki,et al.  The Effect of Output Processing on Subsequent Input Processing: A Free Recall Study , 2009 .

[3]  Martin Bygate.  Effects of task repetition on the structure and control of language. , 2001 .

[4]  M. Swain.  The Output Hypothesis: Theory and Research , 2005 .

[5]  Martin Bygate,et al.  Chapter 12. Effects of task repetition on the structure and control of oral language , 2009 .

[6]  R. Schmidt.  ATTENTION, AWARENESS, AND INDIVIDUAL DIFFERENCES IN LANGUAGE LEARNING , 2012 .

[7]  Hitoshi Muranoi,et al.  Practice in a Second Language: Output practice in the L2 classroom , 2007 .

[8]  Mohammed M. Obeidat.  Attitudes and Motivation in Second Language Learning , 2005 .

[9]  Merrill Swain,et al.  Talking It through: Two French Immersion Learners' Response to Reformulation. , 2002 .

[10]  Language Use in Normal Speakers and its Disorders 1 . The Architecture of Normal Spoken Language Use , 2010 .

[11]  M. Swain.  Communicative competence : Some roles of comprehensible input and comprehensible output in its development , 1985 .

[12]  Shinichi Izumi,et al.  Investigating the Effects of Oral Output on the Learning of Relative Clauses in English: Issues in the Psycholinguistic Requirements for Effective Output Tasks , 2004 .

[13]  Ali Shehadeh,et al.  Learner output, hypothesis testing, and internalizing linguistic knowledge , 2003 .

[14]  Donald S. Qi,et al.  Exploring the Role of Noticing in a Three-Stage Second Language Writing Task. , 2001 .

[15]  Susan M. Bacon.  The Relationship between Gender, Comprehension, Processing Strategies, and Cognitive and Affective Response in Foreign Language Listening. , 1992 .

[16]  Jessica Williams.  Learner-Generated Attention to Form. , 1999 .

[17]  M. Nyikos,et al.  Sex‐Related Differences in Adult Language Learning: Socialization and Memory Factors , 1990 .

[18]  Shinichi Izumi,et al.  TESTING THE OUTPUT HYPOTHESIS , 1999, Studies in Second Language Acquisition.

[19]  Bo-Ram Suh,et al.  The effects of output task types on noticing and learning of the English past counterfactual conditional , 2008 .

[20]  Rod Ellis,et al.  The Study of Second Language Acquisition , 1994 .

[21]  Clare Burstall,et al.  Factors Affecting Foreign-Language Learning: A Consideration of Some Recent Research Findings , 1975, Language Teaching & Linguistics: Abstracts.

[22]  任耀.  The Input Hypothesis及其在外语教学中的应用 , 1993 .

[23]  Trevor A. Harley,et al.  The psychology of language : from data to theory , 2001 .

[24]  C. Wallesch,et al.  Linguistic Disorders ^ .- 'Â¥ and Pathologies , 2008 .

[25]  S. Baleghizadeh,et al.  The Impact of Pair Work on Promoting Noticing among EFL Learners , 2011 .

[26]  Osamu Hanaoka.  Output, noticing, and learning: An investigation into the role of spontaneous attention to form in a four-stage writing task , 2007 .

[27]  K. Bot.  The Psycholinguistics of the Output Hypothesis , 1996 .

[28]  Kim Mcdonough,et al.  IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS' RESPONSES ON ESL QUESTION DEVELOPMENT , 2005, Studies in Second Language Acquisition.

[29]  L. Nyberg,et al.  Selective sex differences in declarative memory , 2004, Memory & cognition.

[30]  Shinichi Izumi.  OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS , 2002, Studies in Second Language Acquisition.

[31]  M. Eisenstein.  A STUDY OF SOCIAL VARIATION IN ADULT SECOND LANGUAGE AQUISITION , 1982 .

[32]  Neomy Storch,et al.  Metatalk in a Pair Work Activity: Level of Engagement and Implications for Language Development , 2008 .

[33]  Shinichi Izumi.  Comprehension and Production Processes in Second Language Learning: In Search of the Psycholinguistic Rationale of the Output Hypothesis , 2003 .

[34]  Shumei Zhang,et al.  The Role of Input , Interaction and Output in the Development of Oral Fluency , 2009 .

[35]  W. Levelt,et al.  Speaking: From Intention to Articulation , 1990 .

[36]  M. Swain,et al.  Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning , 1995, Applied Linguistics.

[37]  J. Boyle.  Sex Differences in Listening Vocabulary , 1987 .

[38]  Susan M. Gass,et al.  Input, interaction, and the second language learner , 1994 .

[39]  Susan M. Gass,et al.  ATTENTION WHEN?: An Investigation of the Ordering Effect of Input and Interaction , 2005, Studies in Second Language Acquisition.