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Conclusion

This chapter mainly shows the major findings of the present study. In addition, the author alsomentions some limitations, educational suggestions, and recommendations for further study.In order to discover the influence of noticing function of output on the acquisition of Englishsubject-verb agreement, the researcher has done the present research and found several major findings fromthe results and discussion of this current experiment in chapter four. These major findings have shown theeffect that noticing does play an essential role in SLA and noticing can promote the acquisition of Englishsubject-verb agreement in SLA. With the exception of the noticing function, output tasks also react on theacquisition of the target form in SLA. The more important findings of this latest study are summarized asfollows:Firstly, there is a significant correlation between noticing degree and the acquisition of thesubject-verb agreement. Learners’ noticing degree for the acquisition of the subject-verb agreement isalso improved greatly. The analyzing of questionnaire shows that the students in EG and CG havedifferent attitudes to the grammar learning. But students in EG have a good master of the subject-verbagreement and a higher noticing degree after the experiment.Secondly, through the experiment, noticing function of output hypothesis can promote the acquisitionof the subject-verb agreement.That is to say, the application of output hypothesis can produce better resultsthan traditional teaching approach. We can see that the mean score of EG is 70.63, and the mean score ofCG is 65.17 according to the data analyses of post-test. It means EG performs better than CG in theacquisition of the subject-verb agreement. And Sig. (2-tailed) is 0.013 < 0.05, which indicates EG andCG have a significant difference. In order to make sure of the validity and objectivity of the experiment,the researcher uses the Paired Samples T-test to compare the mean score of pre-test and post-test within thegroups. By the comparison, there is a significant difference between two groups’ mean scores. 
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