美国代写论文-学习者输出的重要性讨论，基于用法的理论也与讨论学习者输出的重要性相关。基于用法的理论认为，学习者倾向于记住并将语言的不同特征与所使用的语境联系起来。下次当他们发现自己处于类似的情况下，他们会使用他们已经联系起来的相似的单词特征和组合(Lightbown & Spada, 2012)。虽然与学习者的输出没有直接关系，但它确实有助于衡量/预测语言学习者的进步。不同的研究者认为，学习者输出理论的重要性在于语言练习在课堂环境和学习者自然环境中的作用。
Following in the vein of The Output Hypothesis is the Noticing Hypothesis given by Richard Schmidt who argues that nothing worthwhile is learned till the time when it has been ‘noticed’ by the learner (Lightbown & Spada, 2012). Since language learning is a socio-cultural activity, learners pick up a lot of cues, symbols, meanings, and forms from theirs around them. However, the fact that these form a part of a formal language system remains unknown to them unless they are explicitly told.
Brad also had his friend Wendy, who warned him midway in the course to check the legitimacy of the University and the course offered, to which Brad did not pay much attention and looked sure that the accreditation certificate would be secured; or if not now, it would anyhow be secured by the end of the course. Brad tended to equate the course fee with the legitimacy of the university which turned out to be a mere belief and nothing else. Hence, Brad must take action against the University of Kew for claiming the damages, getting his degree legitimately certified, and demanding all the extra cost that had incurred as a direct result of not being able to make the agency-advised $300,000 per year. This salary could have been possible if the course was accredited and the degree Brad achieved would be considered legitimate and valid.
Noticing hypothesis also prevents the risk of Fossilization, which might occur if the learners are left to use their inter-language system over an extended period of time without corrective feedback (Lightbown & Spada, 2012). Since errors are now seen as stepping stones to learning, teachers/instructors follow a selective approach to error correction. However, prolonged usage of wrong words/forms lead to internalization of the (wrong) form within the learners, this can be prevented by corrective feedback and brought right features to the notice of the language learners.
Another theory by Robert DeKeyser (1998) can also be used with the group of learner output theories, because DeKeyser argued that to achieve communicative competence, learners must practice on a routine basis. These practice drill sessions must be a combination of instructional as well as informal. Here, achieving communicative competence in the target language is the output/focus (Lightbown & Spada, 2012). Lourdes Ortega has proposed that to be effective, language practice sessions must be interactive, meaningful, and focused on task essential forms 。
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