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ERIC Number: EJ805184
Record Type: Journal
Publication Date: 2006
Pages: 16
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-1362-1688
Does Manipulating Foreknowledge of Output Tasks Lead to Differences in Reading Behaviour, Text Comprehension and Noticing of Language Form?
Yoshimura, Fumiko
Language Teaching Research, v10 n4 p419-434 2006
This paper reports an experiment that addresses whether manipulating foreknowledge of output tasks leads to differences in reading behaviour, text comprehension and noticing of language form. Three tasks are used: reading for memorization, reading for retelling and reading for visualization. Reading for memorization and reading for retelling are different kinds of FL (foreign language) output tasks, while reading for visualization does not involve any FL output. The participants' reading behaviour, text comprehension and noticing of language form were analysed using self-reports, comprehension test scores and retention or appropriate use of verb forms in the subsequent text production. The results suggest that foreknowledge of output tasks did influence reading behaviour: Participants used more translation into their L1, showed more matching between their interlanguage and target language, and paid more attention toward language form in the input. In addition, distinct reading behaviour and noticing of form were induced by different kinds of output tasks. Little difference was found in the text comprehension among the three groups. Implications from this study are (1) that language processing is affected by foreknowledge of output tasks--whether or not those output tasks are actually performed--and (2) different kinds of output tasks seem to cause different effects on language processing. (Contains 1 figure and 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan