A Study on the Use of Preferable Textual Enhancement Techniques From L2 Learners in the Movie Before Sunset

Abstract

This study aims to examine whether textual enhancement (TE) saliency leads to second-language learning and to determine whether different types of TE influence second-language learning. The study invited three advanced level college students as participants using material from the movie Before Sunset (Linklater, 2004). In this case study, Participant A used an underline format, Participant B used a story map, and Participant C used a color-code format. They each had four tests (showing a TE strategy, form recalling, content remembering, and language completion rate). The results showed that each participant successfully used their individual TE strategy. Since Participant A primarily focused on language, his second test results were good, but his scores declined two and four weeks later. Participant C primarily paid attention to content; she performed well in a test relevant to the content but was the worst in language tests. Participant B performed the best across all tests because she focused on both language and content. This study suggests that attention is necessary for second-language learning, but that attention should be paid to form and meaning simultaneously. When it combines form and meaning, TE will be effective in secondlanguage learning.