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1、重庆大学硕士学位论文LISTOFFIGURESLISTOFFIGURESFigure3.1.ThesequenceofthefourtreatmentconditionsFigure4.1MeanreconstructionscoresforthenumbersofattemptsattheEnglishrelativeclausesandthetargetlikeusesoftherelativeclausesbythetwooutputgroupsFigure4.2Thedescriptiv
2、estatisticsforthescoresoftwosetsofcomprehensionquestionsbyeachnonoutputgroupFigure4.3DescriptivestatisticsfortotaltestsscoresforeachgroupFigure4.4Descriptivestatisticsfortotaltestsscoresfortotalgroups(output,nonoutput,enhancedandunenhancedgroup)Figure
3、4.5ThemeanscoresofthedelayedposttestfortheparticipantsofeachgroupFigure4.6ThemeanscoresofthedelayedposttestfortotalgroupVIII重庆大学硕士学位论文ChapterOneChapterOneIntroductionIntroduction1.1TheBackgroundoftheResearchConcerningthelearningofasecondlanguage,pr
4、oducinglanguage(i.e.,output)isgenerallyconsideredtoconstituteanimportantpart.However,preciselyhowbeneficialitistoproducelanguageisoftennotsoclear.AsarguedbyIzumi(2002,p.542),“ifthequestionisconsideredintermsofthecontributionofoutputtothedevelopmentofL
5、2knowledgeasopposedtoitsutilityinincreasingfluency,theanswermaybecomeevenmorevagueandspeculative”(Izumi,2002,p.542).Hegoesontoargue,ontheotherhand,“theglobalconsensusthathasemergedfromdecadesofresearchinSLAisthatinputplaysacrucialroleindrivinglearners
6、’acquisitionofanL2”(Izumi,2002,p.542).Recently,researchershavebeguntoinvestigatetheeffectsofmanipulatingandenhancinginput,implicitlyandexplicitly,withtheaimofincreasingtheusefulnessforsecondlanguage(L2)acquisitionoftheinputavailableintheclassroom.Ther
7、efore,ifoutputhasanypositiveeffectonlearning,wemaywishtoaskwhetheritisuniquetooutputorifessentiallythesameeffectcanbeobtainedbysomeexternalmanipulationofinputsuchasinputenhancement.Izumi(2002)carriedoutanexperimenttoexaminewhetherinputenhancementandou
8、tputinisolationorincombinationcouldpromotenoticingandL2learning.Theresultswerefoundinfavorofthecombinationofinputenhancementandoutput.However,hisexperimentwasundertheEnglishassecondlanguage(ESL)context.Basicallybasedontheexperimentofhis,thepre
