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Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning
The Ontario Institute for Studies in Education
This paper argues, and provides data to support the argument, that in producing an L2, learners will on occasion become aware of (i e notice) a linguistic problem Noticing a problem can ‘push’ learners to modify their output In doing so, learners may sometimes be forced into a more syntactic processing mode than might occur in comprehension Thus, output sets ‘noticing’ in train, triggering mental processes that lead to modified output What goes on between the original output and its reprocessed form, it is suggested, is part of the process of second language learning
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