Following calls for more modality-sensitive perspectives of SLA, this study investigated the extent to which (a) producing the second language (L2) in the oral modality impacts learner-generated noticing and L2 development of grammatical structures embedded in subsequent auditory input, and whether (b) engaging in L2 production and input processing in the written modality differentially contributes to learner noticing and L2 outcomes compared to the oral modality. Participants were beginner-level L2 Spanish learners assigned to one of three pedagogic task conditions (No-output, Speaking, Writing). Two target structures differing in their relative intrinsic salience were considered in the study. Learners’ noticing behaviors were gauged using stimulated recall protocols, and L2 grammar development was measured using pre-, post-, and delayed posttests of production and written and aural acceptability judgment. Results revealed that engaging in oral output promoted greater noticing and deeper analysis of auditory input as well as more robust L2 grammar development compared to no output. However, sustained linguistic gains on the lower-salience target structure were only observed among participants who engaged in output and input processing in the written modality.

中文翻译：

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关于 SLA 中的输出范围

在呼吁对 SLA 进行更多的模态敏感观点之后，本研究调查了 (a) 在口语模态中产生第二语言 (L2) 对学习者产生的注意和嵌入随后听觉输入的语法结构的 L2 发展的影响程度，以及(b) 与口头形式相比，以书面形式参与 L2 生产和输入处理是否有助于学习者注意和 L2 结果。参与者是初学者级别的 L2 西班牙语学习者，被分配到三个教学任务条件之一（无输出、口语、写作）。研究中考虑了两种相对内在显着性不同的目标结构。学习者的注意行为是使用刺激回忆协议来衡量的，L2 语法发展是使用前、后、并延迟生产和书面和听觉可接受性判断的后测。结果表明，与没有输出相比，进行口头输出促进了对听觉输入的更多注意和更深入的分析，以及更稳健的 L2 语法发展。然而，仅在以书面形式进行输出和输入处理的参与者中观察到低显着性目标结构的持续语言增益。