Noticing and L2 Learning in the Output-based Focus-on-form

The claim that L2 acquisition requires noticing is the empirical bases of recent argument for the need of L2 instruction. While the effectiveness of the focus-on-form instruction has been investigated through questionnaires or pre- and post-test design in learning of target forms, few attempts have been made to investigate directly the noticing and L2 learning in the output-based instruction. Therefore, the purpose of this study was to determine whether the output-based instruction, which is production-oriented practice, can make the target form, English relative clauses, more noticeable and affect learning in terms of L2 learners' proficient levels. The findings showed that the output-based instruction helped learners notice the target form, which resulted in L2 learning and that the high level students significantly improved after the output-based instruction, while their counterparts were not. In addition, the content-specific knowledge of L2 learners, not the general proficiency, influenced their uptake and learning of the target form.