Abstract
We explored how enhancing part of a word that does not correspond with its pronunciation (e.g., knob) impacts the learning of such words. To this end, Korean elementary students (N = 74) were assigned either an enhanced (e.g., knob-손잡이) or unenhanced (e.g., knob-손잡이) condition. They then were instructed to memorize 16 word-meaning pairs (displayed on a projector screen) while listening to the correct sounds of each target. Finally, their knowledge of these target words was assessed in two dimensions: (a) acquisition of visual word forms (e.g., knob) and (b) strength of association between a visual word form and its meaning (e.g., knob-손잡이). Contrary to our predictions, the findings indicated that input enhancement rarely influenced acquisition of visual word forms per se. Moreover, the results revealed potentially negative impacts of input enhancement on creating associative links between a visual word form and its meaning.
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