NOTICING GRAMMAR IN L2 ENGLISH LANGUAGE WRITING AND WAYS OF SOLVING THEM
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Abstract
This article discusses the important role of noticing in second language acquisition, particularly in relation to grammar. While previous studies have focused on the output hypothesis and the relationship between producing output and noticing, there has been little investigation into grammar noticing specifically. The study analyzes the problem-solving strategies of ten young learners of L2 English while performing a writing task, with a focus on grammar. Results suggest that verb forms and prepositions are the main issues encountered in morphology, while sentence length and clause connections are the main issues in syntax. Learners rely on intuition, existing knowledge, common sense, and rephrasing as grammar problem-solving strategies. The article suggests implications for teaching and opens up a new area of study into noticing grammar.
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References
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