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dc.contributor.author피터드와이트ko
dc.date.accessioned2015-12-17T04:51:41Z-
dc.date.available2015-12-17T04:51:41Z-
dc.date.created2015-11-13-
dc.date.issued201404-
dc.identifier.citationELT JOURNAL, v.68, no.2, pp.135 - 144-
dc.identifier.issn0951-0893-
dc.identifier.urihttp://hdl.handle.net/YU.REPOSITORY/32496-
dc.identifier.urihttp://dx.doi.org/10.1093/elt/cct098-
dc.description.abstractThe Output Hypothesis proposes that language production can facilitate language learning in a number of ways. However, while early research into this theory provided a strong starting point for further research, it did not provide clear, long-term evidence of output's role in language acquisition. More recent research has addressed this problem by using simple writing task sequences in which output precedes input in order to maximize its role in noticing. Results have been encouraging. In this article, I summarize this research before going on to suggest ways in which teachers can utilize similar task sequences in order to create practical classroom techniques which encourage learners to notice holes in their own knowledge and gaps between their written ability and expert user texts.-
dc.language영어-
dc.publisherOXFORD UNIV PRESS-
dc.titleMaximizing learning from written output-
dc.typeArticle-
dc.identifier.wosid000333042900004-
dc.identifier.scopusid2-s2.0-84897882687-
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기초교육대학 > 교양학부 > Articles
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