Noticing in L2 writing

The study investigated the ways L2 learners of English reflect on
their use of English while completing a writing task and the
strategies learners apply in order to resolve their
language-related problems. Factors which might have some influence
on the learners' noticing and problem-solving behaviour were
explored using a qualitative, inductive research approach involving
the detailed analyses of ten participants. Think-aloud protocols
and stimulated recall interviews were used to investigate learners'
noticing while composing and their use of strategies.
Semi-structured qualitative interviews were conducted in order to
analyze the learners' language learning background and preferences.
The analysis was purposely inductive, deriving units of analysis
and categories from the data rather than basing it on existing
theories. At a later stage, the data-grounded analysis was compared
to existing research, terminology and theories, and adapted where
necessary. The results of the study revealed three basic tendencies
(called types for a better clarity in describing the results) in
noticing and strategy use behaviour. Learners of the first type
frequently reflected on their language use and effectively applied
a wide range of strategies to resolve their problems. The second
type also used strategies effectively but applied a low range of
strategy types. These learners did not often encounter linguistic
problems and their linguistic problems occurred only in a few basic
areas such as lexis. The third type were learners who, while
encountering different numbers and ranges of language-related
episodes, preferred to act intuitively rather than using
problem-solving strategies in order to resolve their
language-related problems. The different noticing and strategy use
profiles were linked to the characteristics of the learners.
Learners of the first type all had differentiated views on the
importance of communication or accuracy in writing and speaking.
Besides this, they exhibited two different sets of characteristics.
The first subgroup was confident learners who were motivated to
learn English and willing to invest some effort into learning
English and other languages. The second subgroup considered
learning English as an obligation and their English learning was
strongly influenced by school. They were anxious learners with low
communicative confidence who seemed to feel forced to reflect on
their language use in order to avoid negative consequences.
Learners of the second type also saw learning English as an
obligation and were influenced by school in their English learning,
but as confident learners, they found ways to handle the L2
effectively and to invest only as much effort as necessary.
Learners of the third type exhibited a strong private influence on
their English learning, combined with the motivation to learn
English and other languages. Two of them had a clear preference for
oral communication, linked to a less effective use of strategies in
writing, whereas one learner used written and spoken English
equally and at the same time demonstrated knowledge and effective
use of strategies specific to writing. This study complements other
studies which were concerned with noticing or strategy use in L2
output, adding new insights concerning the types of
language-related problems, the different problem-solving
strategies, and the links between these and the learner profiles.
Based on the results, possible implications for English language
teaching are drawn, stressing the balance of communication and
accuracy in English language teaching, and illustrating how the
different tendencies found in this study could be considered in
foreign language instruction.