{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/22075"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/22075","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The processing of grammatical structures via written input: L2 reading and the input-to-intake phenomenon","abstract":"Research has shown that second language learners have a limited capacity for processing the input to which they are exposed. This is reflected at all stages of the language-learning process, not only at the level of the input-to-intake process, but also in the intake-to-acquisition and acquisition-to-use processes (VanPatten, 1989). The present study focused on the input-to-intake phenomenon: can L2 learner-readers process grammatical information presented via written input as intake? Three research questions were addressed: (1) What effect does explicitly drawing attention to grammatical items in the input have on L2 learner-readers' intake? (2) What effect does the type of grammatical item in the input have on L2 learner-readers' intake? (3) What effect does target-language experience have on L2 learner-readers' intake?","abstract_html":"Research has shown that second language learners have a limited capacity for processing the input to which they are exposed. This is reflected at all stages of the language-learning process, not only at the level of the input-to-intake process, but also in the intake-to-acquisition and acquisition-to-use processes (VanPatten, 1989). The present study focused on the input-to-intake phenomenon: can L2 learner-readers process grammatical information presented via written input as intake? Three research questions were addressed: (1) What effect does explicitly drawing attention to grammatical items in the input have on L2 learner-readers' intake? (2) What effect does the type of grammatical item in the input have on L2 learner-readers' intake? (3) What effect does target-language experience have on L2 learner-readers' intake?","abstract_has_math":false,"creators":["Shook, David John"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Spanish","degree_department":null,"school":null,"contributors":["Lee, James F."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:28:10Z","date_published":"2011-05-07T13:28:10Z","updated_at":"2026-07-22T22:25:19Z","subjects":["Education, Language and Literature","Language, Modern","Education, Reading"],"languages":["eng"],"rights":["Copyright 1991 Shook, David John"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9136732","(UMI)AAI9136732"],"render_values":[{"text":"AAI9136732","href":null,"code":true},{"text":"(UMI)AAI9136732","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/22075","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lee, James F."]},{"key":"dc:creator","label":"Author","values":["Shook, David John"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:28:10Z","10000-01-01","1991"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Spanish"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Language and Literature","Language, Modern","Education, Reading"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1991 Shook, David John"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9136732","(UMI)AAI9136732","http://hdl.handle.net/2142/22075"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Research has shown that second language learners have a limited capacity for processing the input to which they are exposed. This is reflected at all stages of the language-learning process, not only at the level of the input-to-intake process, but also in the intake-to-acquisition and acquisition-to-use processes (VanPatten, 1989). The present study focused on the input-to-intake phenomenon: can L2 learner-readers process grammatical information presented via written input as intake? Three research questions were addressed: (1) What effect does explicitly drawing attention to grammatical items in the input have on L2 learner-readers' intake? (2) What effect does the type of grammatical item in the input have on L2 learner-readers' intake? (3) What effect does target-language experience have on L2 learner-readers' intake?","Reading passages were designed which varied the amount of attention drawn to the grammatical structures. The two structures examined were the Spanish present perfect and the relative pronouns que/quien(es). The subjects were first- and second-year students of Spanish. Multiple tasks were designed in order to assess the processing of input into intake: recognition and production tasks, half passage-dependent and half passage-independent. A pretest-posttest design and the utilization of gain scores allowed the comparison of the processing of the grammatical information found in the reading passages.","Results indicated: (1) Only when L2 learner-readers have their attention explicitly drawn to the grammatical items found in written input will they process them as intake. (2) Language learners tend to process the input for more meaningful-structures before processing for less-meaningful ones. (3) First- and second-year subjects exhibit about the same amount of gain in grammatical information; however, there are significant differences between them when carrying out production tasks. (4) The abilities to recognize/produce the grammatical items might depend on both the language experience of the readers and the meaningfulness of the items involved. (5) It is easier to use the information processed in passage-dependent situations than in passage-independent situations.","Made available in DSpace on 2011-05-07T13:28:10Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9136732.pdf: 8263672 bytes, checksum: e7434d0ca19d9054f117854109e5742b (MD5) Previous issue date: 1991","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:55:09Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:25:41-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["The processing of grammatical structures via written input: L2 reading and the input-to-intake phenomenon"]}]}],"canonical_facts":{"dc:contributor":["Lee, James F."],"dc:creator":["Shook, David John"],"dc:date":["2011-05-07T13:28:10Z","10000-01-01","1991"],"dc:description":["Research has shown that second language learners have a limited capacity for processing the input to which they are exposed. This is reflected at all stages of the language-learning process, not only at the level of the input-to-intake process, but also in the intake-to-acquisition and acquisition-to-use processes (VanPatten, 1989). The present study focused on the input-to-intake phenomenon: can L2 learner-readers process grammatical information presented via written input as intake? Three research questions were addressed: (1) What effect does explicitly drawing attention to grammatical items in the input have on L2 learner-readers' intake? (2) What effect does the type of grammatical item in the input have on L2 learner-readers' intake? (3) What effect does target-language experience have on L2 learner-readers' intake?","Reading passages were designed which varied the amount of attention drawn to the grammatical structures. The two structures examined were the Spanish present perfect and the relative pronouns que/quien(es). The subjects were first- and second-year students of Spanish. Multiple tasks were designed in order to assess the processing of input into intake: recognition and production tasks, half passage-dependent and half passage-independent. A pretest-posttest design and the utilization of gain scores allowed the comparison of the processing of the grammatical information found in the reading passages.","Results indicated: (1) Only when L2 learner-readers have their attention explicitly drawn to the grammatical items found in written input will they process them as intake. (2) Language learners tend to process the input for more meaningful-structures before processing for less-meaningful ones. (3) First- and second-year subjects exhibit about the same amount of gain in grammatical information; however, there are significant differences between them when carrying out production tasks. (4) The abilities to recognize/produce the grammatical items might depend on both the language experience of the readers and the meaningfulness of the items involved. (5) It is easier to use the information processed in passage-dependent situations than in passage-independent situations.","Made available in DSpace on 2011-05-07T13:28:10Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9136732.pdf: 8263672 bytes, checksum: e7434d0ca19d9054f117854109e5742b (MD5) Previous issue date: 1991","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:55:09Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:25:41-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9136732","(UMI)AAI9136732","http://hdl.handle.net/2142/22075"],"dc:language":["eng"],"dc:rights":["Copyright 1991 Shook, David John"],"dc:subject":["Education, Language and Literature","Language, Modern","Education, Reading"],"dc:title":["The processing of grammatical structures via written input: L2 reading and the input-to-intake phenomenon"],"dc:type":["text"],"thesis:degree_discipline":["Spanish"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:19Z"}