چكيده لاتين :
This article is an attempt to contribute to the growing body of research
investigating the noticing function of output (Swain, 1995; Schmidt 1994), and more specifically the use of output-fronted activities that might prompt FL learners to notice their linguistic problems to facilitate their gain of rhetorical structure of contrast paragraphs in English. Three groups of EFL learners participated in the study. Two groups (the experimental group and comparison group 1) were required to initially produce a paragraph (output 1), then they received a model contrast paragraph to underline, and finally they were asked to produce a contrast paragraph (output 2). For the experimental group, the topic to write was a contrast topic; whereas, the comparison group were to write on a non-contrast topic. The third group (the preemptive comparison group 2) received the teacherיs deductive instruction and explanation of contrast paragraphs in English followed by an output to produce a contrast-related paragraph. The results indicated considerable
effect of output-fronted activities on learnersי noticing the targeted structures and forms. In addition, the output-first-then-input activities were found to be much more effective than preemptive input activities.
