Output as Input: Facilitating Noticing in Tertiary EFL Learners
In order to develop, learners need to notice either new language forms or gaps in their current knowledge. This noticing of gaps can be especially problematic for language learners when the skill of speaking is involved due to the cognitive load involved in producing utterances and also a lack of useful feedback. Too often in English courses, especially in the Middle East, there is an overreliance on decontextualized, uninteresting or irrelevant native speaker input presented in course books, and not enough time is given to opportunities for students to develop an understanding of their spoken interlanguage development. The following paper examines a learning activity in which a pair of Omani university students are recorded performing a routine split information task; this is used as the basis for a reflective noticing task whereby the learners transcribe and edit their own interaction. Aspects of these tasks such as quality of engagement, the extent to which they meet relevant conditions for learning, and the opportunities for and evidence of learning are assessed. Weaknesses found in certain aspects of the tasks are discussed, and suggestions are given to address these shortcomings.
