Noticing and L2 Learning in Input-based Focus-on-form Instruction

One of the theoretical rationale for focus-on-form is the notion that L2 learning requires noticing of what is to be learned. Various focus-on-form techniques have been developed in order that they promote noticing of target structures. While their effectiveness has been investigated in terms of subsequent learning of target forms, few attempts have been made to investigate whether the input-based instruction can lead to noticing and further L2 learning of target forms through pre-test and post-test research design. Therefore, the purpose of this study was to determine whether the input-based instructions, such as input enhancement and input processing, can make the target form, conditional sentences, more noticeable and affect learning in terms of L2 learners’ proficiency levels. The findings showed that the input-based instruction helped learners notice the target form, which resulted in L2 learning and that the low level students more benefited from the input-based instruction than their counterparts. In addition, the content-specific knowledge of L2 learners, not the general proficiency, influenced their noticing and learning of the target form.