| 研究概要 |
1) Second language learners notice gaps in their linguistic knowledge and test hypotheses about language during oral production.
2) These gaps in knowledge orient language learners to information related to both their noticed gaps and their tested hypotheses about the language.
3) Information related to their noticed gaps and their tested hypotheses about the language is more likely to be incorporated into their subsequent output, perhaps resulting in learning.
4) Feedback is useful to learners when they have experienced a problem with oral production processes and are oriented towards feedback related to their problems.
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