Exploring the effects of the noticing function of output on second language learning in a four-stage Chinese-English translation task.
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| Title: | Exploring the effects of the noticing function of output on second language learning in a four-stage Chinese-English translation task. |
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| Authors: | Wang, Dianjian1 (AUTHOR) wangdianjian@msn.com, Wang, Haixia2 (AUTHOR) haixia.wang.3@uni.massey.ac.nz |
| Source: | Asian-Pacific Journal of Second & Foreign Language Education. 1/19/2026, Vol. 11 Issue 1, p1-17. 17p. |
| Subject Terms: | *Second language acquisition, *Interlanguage (Language learning), *Translating & interpreting, *Communication barriers, *Revision (Writing process), *Cognitive psychology |
| Abstract: | Framed within a cognitively oriented strand of second language acquisition research, this study investigated how output-driven noticing relates to subsequent input and revision. Four adult Chinese English as a Foreign Language (EFL) learners completed a four-stage Chinese–English translation task in which they produced an initial translation, compared it with a model text, and revised it immediately and again one month later. Results show that learners identified language problems in their interlanguage, notably lexical and form-related, and attempted to resolve them during production. During comparison with the model text, learners noticed target forms to varying depths; reasoned acceptance of a form, as opposed to noticing alone, was more often associated with improvements in the immediate revision. However, these gains attenuated at the delayed stage, indicating that noticing, while necessary for input to be integrated, is not sufficient on its own to sustain change. Overall, combining output with related input supports short-term improvement in revisions, but durable development appears to depend on deeper processing and continued practice beyond the task. [ABSTRACT FROM AUTHOR] |
| Copyright of Asian-Pacific Journal of Second & Foreign Language Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190957890 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the effects of the noticing function of output on second language learning in a four-stage Chinese-English translation task. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wang%2C+Dianjian%22">Wang, Dianjian</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> wangdianjian@msn.com</i><br /><searchLink fieldCode="AR" term="%22Wang%2C+Haixia%22">Wang, Haixia</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> haixia.wang.3@uni.massey.ac.nz</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Asian-Pacific+Journal+of+Second+%26+Foreign+Language+Education%22">Asian-Pacific Journal of Second & Foreign Language Education</searchLink>. 1/19/2026, Vol. 11 Issue 1, p1-17. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Interlanguage+%28Language+learning%29%22">Interlanguage (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22Translating+%26+interpreting%22">Translating & interpreting</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+barriers%22">Communication barriers</searchLink><br />*<searchLink fieldCode="DE" term="%22Revision+%28Writing+process%29%22">Revision (Writing process)</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+psychology%22">Cognitive psychology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Framed within a cognitively oriented strand of second language acquisition research, this study investigated how output-driven noticing relates to subsequent input and revision. Four adult Chinese English as a Foreign Language (EFL) learners completed a four-stage Chinese–English translation task in which they produced an initial translation, compared it with a model text, and revised it immediately and again one month later. Results show that learners identified language problems in their interlanguage, notably lexical and form-related, and attempted to resolve them during production. During comparison with the model text, learners noticed target forms to varying depths; reasoned acceptance of a form, as opposed to noticing alone, was more often associated with improvements in the immediate revision. However, these gains attenuated at the delayed stage, indicating that noticing, while necessary for input to be integrated, is not sufficient on its own to sustain change. Overall, combining output with related input supports short-term improvement in revisions, but durable development appears to depend on deeper processing and continued practice beyond the task. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Asian-Pacific Journal of Second & Foreign Language Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1186/s40862-025-00372-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1 Subjects: – SubjectFull: Second language acquisition Type: general – SubjectFull: Interlanguage (Language learning) Type: general – SubjectFull: Translating & interpreting Type: general – SubjectFull: Communication barriers Type: general – SubjectFull: Revision (Writing process) Type: general – SubjectFull: Cognitive psychology Type: general Titles: – TitleFull: Exploring the effects of the noticing function of output on second language learning in a four-stage Chinese-English translation task. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wang, Dianjian – PersonEntity: Name: NameFull: Wang, Haixia IsPartOfRelationships: – BibEntity: Dates: – D: 19 M: 01 Text: 1/19/2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 23635169 Numbering: – Type: volume Value: 11 – Type: issue Value: 1 Titles: – TitleFull: Asian-Pacific Journal of Second & Foreign Language Education Type: main |
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