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level, not only comprehensible input but also comprehensibleoutput is necessary. As a result of this, in 1985, Swain presented the outputhypothesis according to the results of the Canadian French Immersion Programs.Swain assumes that the output can not only promote the development oflanguage fluency, but also promote language acquisition, improves languagefluency of learners. Swain concluded three functions of output hypothesis in SLAas follows: Output can attract the attention of learners of language problems, makinglearners aware of their language problems in language systems, triggering theconsolidation of existing language knowledge and the acquisition of new languageknowledge. To put it differently, output can draw learners’ attention to languageforms, pushing learners to produce revised production, which can improve theaccuracy of the output. During the whole process, learners can gain not only theacquisition of new knowledge but also the consolidation and review of the oldknowledge.
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2.2 Noticing\Triggering Function
That is to say, in producing the target language(vocally or sub-vocally)learners may notice the gap between what they want to speak and what theyactually speak, leading them to notice what they do not know, or know onlypartially, about the target language. In other words, under some circumstances, theactivity of producing the target language may push second language learners toconsciously realize their linguistic problems; it may bring to their attention tosomething they need to discover about their L2.(Swain, 1995)This function of output is in conformity with the claim made by Schmidt andFrota (1986) that “a second language learner will start to acquire the target-likeform if and only if it is presented in comprehensible input and noticed in thenormal sense of the word, when it is conscious”. The role of output here isproposed to facilitate the process of noticing of both problems in one’s 1L and therelevant features in the input. This noticing will then stimulate the processes oflanguage acquisition. This also takes effects on SLA.
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Chapter Three Methodology........13
3.1 Research Questions and Hypotheses ........ 13
3.2 Subjects ........14
3.3 Target Language Forms........14
3.4 Instruments........ 15
3.4.1 Questionnaire ........15
3.4.2 Oral Test........16
3.4.3 Interview ........17
3.5 The Collecting and Analysis of Experimental Data........17
3.5.1 The Process of Collecting Data ........17
3.5.2 Data Analysis........19
Chapter Four Results and Discussion........21
4.1The Results of the Study ........ 21
4.1.1 The Analysis of the Results of Questionnaire ........ 21
4.1.2 Analysis of the Results of the Test ........22
4.1.3 Analysis of the Results of Interview ........ 27
4.2 The Analysis of the Experimental Results ........29
Chapter five Conclusion........33
5.1 Major Findings of the Present Study........ 33
5.2 Teaching Implications and Recommendations........ 33
5.3 Limitations........35

Chapter Four Results and Discussion

4.1 The Results of the Study
The experiment design has been described in detail. The testing results will beanalyzed in detail by the use of SPSS software. The main results of the本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。