[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597914-105":59,"doc-detail-597914-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","enriching-students-linguistic-repertoires-through-text-based-guided-output-tasks","Enriching Students’ Linguistic Repertoires Through Text-Based Guided Output Tasks","","The document presents text-based guided output (TBGO) as an instructional technique for L2 teaching, arguing that L2 reading input becomes more effective when learners are “pushed” to use it to express meaning. It explains how exposure to comprehensible input alone may be insufficient, and links TBGO to theories of noticing and the gap between learner output and target forms. The article then motivates closed-ended text-based tasks that create communicative need, enabling learners to discover knowledge “holes,” notice relevant input forms, and reduce reliance on avoidance strategies, with examples from upper-intermediate to advanced university students over one semester.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enriching-students-linguistic-repertoires-through-text-based-guided-output-tasks/597914/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enriching-students-linguistic-repertoires-through-text-based-guided-output-tasks/597914.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is reading input considered valuable in L2 learning, according to the document?","Question",{"text":112,"@type":113},"Reading is beneficial because learners can progress at their own pace and attend to forms they need. However, reading comprehension alone may not guarantee that learners attend to all linguistic elements for learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem does the document identify with relying only on comprehensible input?",{"text":117,"@type":113},"It argues that comprehensible input exposure may not be enough for effective acquisition. Learners often need to consciously notice input items and the gap between their output and the target to incorporate them into their interlanguage.",{"name":119,"@type":110,"acceptedAnswer":120},"How do TBGO tasks help learners make better use of text input?",{"text":121,"@type":113},"TBGO tasks engage learners in expressing meaning using linguistic information from a reading text. They place learners in “linguistic situations” where using a targeted item from the text is the only way to convey a given meaning, encouraging noticing and filling knowledge gaps.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597914,1792210574,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Enriching Students’ Linguistic Repertoires Through Text-Based Guided Output Tasks  \nL2 input, such as a reading text, constitutes a rich source of information on how meanings are expressed in the L2. Helping learners to use this information effectively should be oneof the main goals ofL2 teaching. In this article, I propose textbased guided output (TBGO) as a technique for “pushing”learners to make better use of the learning opportunities that L2 text has to offer. I make a case for the integration of TBGO into text-based ESL lessons for adults and conclude by discussing important features of design and my own experience with this type of task in teaching a group of upper-intermediate–advanced university students during 1 semester.  \nIntroduction  \nIt is widely accepted in the field of SLA that exposure to L2 input  \nis of primary importance to L2 learning. Reading is considered especially beneficial because it is usually done at the learner’s own pace, allowing the learner to attend to the forms that he or she needs to attend to on his or her own terms. However, because reading (comprehension) does not always require close attention to all the linguistic elements that make up a written text, learners do not always make the most of the learning opportunities that such input has to offer if they are left to their own devices. Depending on their purpose and design, text-based activities engage learners with the language of a text to varying degrees. In this article, I discuss text-based guided output (TBGO) as a task type that aims to involve learners in using linguistic information contained in L2 text to express meaning. I make a case for the integration of TBGO tasks into text-based ESL lessons for adults.  \nI conclude by discussing important features of design and my own experience in using TBGO tasks with a group of university students of upper-intermediate–advanced level, with whom I used TBGO tasks intensively during one semester.  \nThe CATESOL Journal 25.1 • 2013/2014 • 95  \nGetting Learners to Make Good Use of Input  \nIt is recognized by many in the field of SLA today that, contrary to Krashen’s claim (1985), exposure to comprehensible input is often not enough for effective acquisition of all aspects ofan L2. The noticing hypothesis (Schmidt, 1990) states that learners must consciously notice input items if they are to incorporate these items into their developing interlanguage (IL) systems. It has also been argued that learners must notice the “gap” between their own output and the target for learning to occur (Schmidt & Frota, 1986) . A number of methods have been proposed as promoting noticing of target input items. Of particular interest to us in this article is the role of output in triggering noticing. Swain (1995) argues that while producing output, learners are likely to become aware of“holes” in their knowledge or things that they are unsure about or have questions about. Awareness of such “holes” and uncertainties is argued to sensitize learners to relevant forms in the input. Swain has termed this the noticing function of output. Swain’s claim has found support in a number of empirical studies (see, for example, Izumi, 2002) .  \nUsing the Noticing Function of Output in Text-Based ESL Lessons  \nThe noticing function of output can be put to especially good use in text-based activities, as here learners have input available to them in which to notice forms needed to express their meanings. From the above arguments it follows that if we get learners to discover “holes”in their knowledge that the available input can help them to “fill,” this should promote learning. By basing an output activity on text we also create opportunities for learners to notice the “gap” between their own output and the target. Task design is what often determines the extent to which the linguistic information contained in a text can be of use to learners and, just as important, the extent to which learners will make use of this informat","cbCaijFbULxb22Zd","https://ap.wps.com/l/cbCaijFbULxb22Zd","pdf",535375,11,"English","# Getting Learners to Make Good Use of Input\n# Using the Noticing Function of Output in Text-Based ESL Lessons\n# Text-Based Guided Output Tasks","[{\"question\":\"Why is reading input considered valuable in L2 learning, according to the document?\",\"answer\":\"Reading is beneficial because learners can progress at their own pace and attend to forms they need. However, reading comprehension alone may not guarantee that learners attend to all linguistic elements for learning.\"},{\"question\":\"What problem does the document identify with relying only on comprehensible input?\",\"answer\":\"It argues that comprehensible input exposure may not be enough for effective acquisition. Learners often need to consciously notice input items and the gap between their output and the target to incorporate them into their interlanguage.\"},{\"question\":\"How do TBGO tasks help learners make better use of text input?\",\"answer\":\"TBGO tasks engage learners in expressing meaning using linguistic information from a reading text. They place learners in “linguistic situations” where using a targeted item from the text is the only way to convey a given meaning, encouraging noticing and filling knowledge gaps.\"}]","Enriching Students’ Linguistic Repertoires Through Text-Based Guided Output Tasks | PDF",1792085945,28]