{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/86301"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/86301","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Effects of Textual Enhancement and Simplified Input on L2 Comprehension and Acquisition of Non-Meaningful Grammatical Form","abstract":"The results for acquisition demonstrated that textual enhancement and simplified input did not help learners acquire the target form. However, the results for comprehension revealed that while textual enhancement had no effect on total idea units in the texts, textual enhancement aided recall of the enhanced information in the texts. Additionally, it was observed that participants who read the simplified versions of the text had higher comprehension recall scores. An important implication of the study is that the type of enhancement used in textual enhancement studies needs to be carefully examined. The question of whether some techniques are more effective at pushing learners to process cued information for content while others may be better suited at drawing attention to form was considered. Additionally, the results of the study raise the question as to whether textual enhancement (as well as other types of focus on form techniques) can help learners make form-meaning connections when there is no meaning for the form to map onto, that is to say, when the form has no communicative value.","abstract_html":"The results for acquisition demonstrated that textual enhancement and simplified input did not help learners acquire the target form. However, the results for comprehension revealed that while textual enhancement had no effect on total idea units in the texts, textual enhancement aided recall of the enhanced information in the texts. Additionally, it was observed that participants who read the simplified versions of the text had higher comprehension recall scores. An important implication of the study is that the type of enhancement used in textual enhancement studies needs to be carefully examined. The question of whether some techniques are more effective at pushing learners to process cued information for content while others may be better suited at drawing attention to form was considered. Additionally, the results of the study raise the question as to whether textual enhancement (as well as other types of focus on form techniques) can help learners make form-meaning connections when there is no meaning for the form to map onto, that is to say, when the form has no communicative value.","abstract_has_math":false,"creators":["Wong, Wynne Y."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"French","degree_department":null,"school":null,"contributors":["VanPatten, Bill"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-28T15:02:44Z","date_published":"2015-09-28T15:02:44Z","updated_at":"2026-07-22T22:26:26Z","subjects":["Education, Language and Literature"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9971222"],"render_values":[{"text":"(MiAaPQ)AAI9971222","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/86301","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["VanPatten, Bill"]},{"key":"dc:creator","label":"Author","values":["Wong, Wynne Y."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-28T15:02:44Z","10000-01-01","2000"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["French"]},{"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"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/86301","(MiAaPQ)AAI9971222"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The results for acquisition demonstrated that textual enhancement and simplified input did not help learners acquire the target form. However, the results for comprehension revealed that while textual enhancement had no effect on total idea units in the texts, textual enhancement aided recall of the enhanced information in the texts. Additionally, it was observed that participants who read the simplified versions of the text had higher comprehension recall scores. An important implication of the study is that the type of enhancement used in textual enhancement studies needs to be carefully examined. The question of whether some techniques are more effective at pushing learners to process cued information for content while others may be better suited at drawing attention to form was considered. Additionally, the results of the study raise the question as to whether textual enhancement (as well as other types of focus on form techniques) can help learners make form-meaning connections when there is no meaning for the form to map onto, that is to say, when the form has no communicative value.","Made available in DSpace on 2015-09-28T15:02:44Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9971222.pdf: 11707032 bytes, checksum: 4716cf287b59d536fb5f97768f766701 (MD5) Previous issue date: 2000","Embargo set by: Seth Robbins for item 87582 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","283 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2000."]},{"key":"dc:title","label":"Title","values":["The Effects of Textual Enhancement and Simplified Input on L2 Comprehension and Acquisition of Non-Meaningful Grammatical Form"]}]}],"canonical_facts":{"dc:contributor":["VanPatten, Bill"],"dc:creator":["Wong, Wynne Y."],"dc:date":["2015-09-28T15:02:44Z","10000-01-01","2000"],"dc:description":["The results for acquisition demonstrated that textual enhancement and simplified input did not help learners acquire the target form. 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