Comparing original texts to model paragraphs prompted noticing that was again focused on lexical features¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In Stage 2, the learner's notes on the model rainbow paragraph involved only lexical features such as droplets, strike, prism, and reflect. → Sumayyah Qaed Alsulami 2016

Evidence¶

Sumayyah Qaed Alsulami 2016¶

Sumayyah Qaed Alsulami. (2016). Testing the Noticing Function of the Output Hypothesis. English Language Teaching, 9(2). https://doi.org/10.5539/elt.v9n2p136

q2 · i? · qualitative · r2

Stage 2 comparison notes from the single-participant case study; for the rainbow task the article states that everything noticed while comparing his own writing to the model involved lexical features, listing the four words he noted.

"In his notes on the model rainbow paragraph, everything the participant noticed while comparing his own writing to the model involved lexical features. The words that he listed included “droplets,” “strike,” “prism,” and “reflect.”"

Discussion¶

Related Claims¶

• Prompting learners to self-explain improves understanding and problem solving on immediate tests by a moderate average amount, with little evidence yet on delayed or classroom gains. — the general claim this finding bears on, with the studies behind it
• Lexical LREs dominate grammar-related LREs in young learners' L2 writing noticing — related
• While producing L2 paragraphs, an EFL learner's self-noticed problems were overwhelmingly lexical (about 79%) rather than grammatical (about 21%) — related
• Rewriting after noticing gaps and comparing to models produced modified output that solved more lexical gaps than grammatical problems — related
• Review-reported experiment found output performed noticing and hypothesis-testing functions but no apparent metalinguistic function in L2 writing — related
• Passive instructional events such as texts do not explicitly prompt students to produce written or spoken output — related
• Notetaking as a feedback tool facilitates resolution of lexical problems but leaves grammatical problems unresolved, suggesting reformulation as an alternative — related