The Effects of Textual Enhancement and Simplified Input on L2 Comprehension and Acquisition of Non-Meaningful Grammatical Form

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

French

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Wong, Wynne Y.

Contributors dc:contributor

• VanPatten, Bill

• Education, Language and Literature

Language dc:language

eng

Identifier

(MiAaPQ)AAI9971222

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/86301