The effect of noticing in second language grammar acquisition: Under input enhancement and explicit rule learning condition

Abstract

In Noticing Hypothesis, Schmidt(1995) proposed that SLA is largely driven by what learners pay attention to and noticing target language input and how they understand the significance of noticed input to be. However, in previous studies, there has been mixed results on the effect of noticed input in SLA. The present study aims to explore the effect of two approaches, input enhancement and explicit rule learning on a formal feature, especially English relativization. This study assumed that both input enhancement and explicit rule learning promote the acquisition of grammatical item, relativization, since both approaches give students more opportunities to notice the target items in the process of learning. Twenty Korean first grade middle school students participated in the pretest, training session, posttest and filled out a questionnaire. The results indicated that input enhancement could be more effective than explicit rule learning in acquisition of relativization. Considering recent focus-on-form approach in SLA context, this research puts more weight on the implicit grammar learning than full teacher directed instruction.