The processing of grammatical structures via written input: L2 reading and the input-to-intake phenomenon

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?

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Spanish

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Shook, David John

Contributors dc:contributor

• Lee, James F.

• Education, Language and Literature
• Language, Modern
• Education, Reading

Statement dc:rights

• Copyright 1991 Shook, David John

Language dc:language

eng

Identifier

AAI9136732
(UMI)AAI9136732

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/22075