Abstract
<p>This study was an attempt to investigate the effect of input enhancement instruction on vocabulary acquisition among Iranian university students. Moreover, the possible effect of two kinds of input enhancement (i.e., auditory and visual) was examined. To this end, 75 Iranian university students, majoring English language Teaching at Applied Science and Technology of Kurdistan University, Iran, were randomly selected. The method used in this study was quantitative research and the true experimental design. One experimental group received vocabulary instruction via visual input enhancement, and the other experimental group was taught vocabulary via auditory input enhancement. After administering the posttest, the dada was analyzed by one-way ANOVA. The findings revealed that both auditory and visual input enhanced instruction had a significant effect on the vocabulary development of Iranian EFL students. In addition, comparing the efficacy of two types of instruction, the results indicated that the effect of either visual or auditory input enhancement for both experimental EFL university students were fairly the same in Iranian EFL educational setting.</p>
Highlights
1.1 Introduce the ProblemInput enhancement is grounded in models of SLA, such as Gass (1997) that maintains that cognitive-linguistic noticing of L2 input is requirement to the additional process of that input
This study was an attempt to investigate the effect of input enhancement instruction on vocabulary acquisition among Iranian university students
The findings revealed that both auditory and visual input enhanced instruction had a significant effect on the vocabulary development of Iranian EFL students
Summary
1.1 Introduce the ProblemInput enhancement is grounded in models of SLA, such as Gass (1997) that maintains that cognitive-linguistic noticing of L2 input is requirement to the additional process of that input. Noticing is important for changing input to intake and refers to paying attention to the occurrence of an event and its storage in the memory (Schmidt, 1995). Two target features of Spanish language were chosen. First group received enhanced passages (using a larger character size and bolding target forms), and were told to pay attention to the enhanced forms. The same enhanced versions of reading texts received by second group, but they were not told to pay attention to the enhanced target features. Third group was the control group, which received the same materials without typographical modifications, and they were not told to pay attention to anything in particular. The results showed that performance of subjects in the first two groups, who received the enhanced passages, was significantly better than that of the third group (the control group)
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