Effects Of Textual Enhancement Research Articles

Effects of textual enhancement and task manipulation on L2 learners’ attentional processes and grammatical knowledge development: A mixed methods study

This study examined the extent to which textual enhancement and task manipulation affect the learners’ attentional processing and the development of second language (L2) grammatical knowledge. A total of 73 Korean college students read an opinion news article in one of four experimental conditions: (1) textually enhanced, careful reading, (2) textually enhanced, expeditious reading, (3) textually non-enhanced, careful reading, and (4) textually non-enhanced, expeditious reading. For the enhanced conditions, the target L2 construction, i.e. the use of English participle phrases in the restrictive use, was typographically enhanced using a different color. In addition, the reading task was manipulated in terms of the speed and the manner of reading, i.e. careful reading to remember textual information as accurately as possible or expeditious reading to figure out the gist as soon as possible. While reading the article, learners’ eye-movements were recorded with an eye-tracker to measure the allocation of attentional resources as well as reading processes. In addition, stimulated recalls were collected for qualitative analysis of learners’ attentional processes. The results revealed that both textual enhancement and task manipulation had significant effects on the way participants allocated their attentional resources during reading, while it did not affect their knowledge of the target constructions as reflected in their grammaticality judgment scores.

The Effect of Textual Enhancement on Collocation Learning: The Case of Arab EFL Learners

The Effect of Textual Enhancement on Collocation Learning: The Case of Arab EFL Learners

Promoting learning and unlearning through textual enhancement in a closely related L1-L2 relationship

AbstractThis study investigates the differential effects of Textual Enhancement (TE) on the learning and unlearning of two syntactic properties of Spanish – the absence of the Pre-possessive Determiner Article (PPDA) and the presence of the Prepositional Accusative (PA) – which each pose specific acquisitional difficulties for Italian-speaking learners of Spanish (ISS) due to their asymmetrical relationships with corresponding L1 structures. 77 ISS were divided in two experimental groups: group A read 5 texts with TE on PA – the feature to be learned – and group B read the same 5 texts with TE on PPDA – the feature to be unlearned. The participants took a timed grammatical judgment task three times (before, five days after, and two months after the instructional treatment). The results are compared with those of Della Putta (2016), a symmetrical study to this, in which the same teaching intervention and experimental conditions were adopted with Spanish-speaking learners of Italian, whose task was to unlearn PA and to learn PPDA. The bidirectional comparison shows a similar, weak effect of TE, although in the present study, unlike in Della Putta (2016), unlearning did not seem to be more difficult than learning. These similarities and differences are discussed and theoretically motivated.

Effects of textual enhancement, glossing, and English proficiency on collocation acquisition

Effects of textual enhancement, glossing, and English proficiency on collocation acquisition

Effects of Textual Enhancement and Explicit Instruction on Grammar Learning and Reading Comprehension : Comparison of Differences according to Learners’ Level of Prior Knowledge of a Target Form

Effects of Textual Enhancement and Explicit Instruction on Grammar Learning and Reading Comprehension : Comparison of Differences according to Learners’ Level of Prior Knowledge of a Target Form

Effects of Textual Enhancement and Input Enrichment on L2 Development

Research on second language (L2) acquisition has recently sought to include formal instruction into second and foreign language classrooms in a more unobtrusive and implicit manner. Textual enhancement and input enrichment are two techniques which are aimed at drawing learners' attention to specific linguistic features in input and at the same time keeping the activity meaning focused. Whereas previous studies conflated the effects of these two attention-drawing techniques on L2 development, the goal of the current study was to investigate the differential effects of these two techniques on the development of English articles by Persian EFL learners. To this end, 95 EFL learners received textually enhanced and enriched input in experimental groups and were compared with a control group. The results of data analysis indicate that enhancing the saliency of input was more effective than enriching the input with extra tokens of target forms. A number of theoretical and practical implications are discussed in the article.

Effects of textual enhancement on English as a foreign language learners' anaphor resolution performance and reading comprehension in Taiwan

Successful anaphor comprehension in reading is related to the explicitness of the antecedent–anaphor relation. It mirrors one of the purposes of textual enhancement (TE), which is that it raises learners' awareness of linguistic forms by enhancing the salience of input. Therefore, learners notice the enhanced form and discover the rule or relationship after they have become relatively explicit. This study investigates the effects of TE on second language learners' anaphor resolution performance and reading comprehension, to reveal the interaction among learners' comprehension, anaphor performance and noticing. Sixty EFL learners in Taiwan were divided into the control and TE groups. Participants' posttest responses were compared with respect to their anaphor resolution performance and their reading comprehension degree. The results showed that the TE group had better anaphor resolution performance, and participants' form processing did not impede their reading comprehension. These findings are discussed with both theoretical and pedagogical implications.

THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION

In his 2007 study “Effects of Textual Enhancement and Topic Familiarity on Korean EFL Students’ Reading Comprehension and Learning of Passive Form,” Lee demonstrated that learners were better able to correct written sentences that contained incorrect English passive forms after exposure to texts flooded with enhanced (versus nonenhanced) passive forms. But with enhanced forms, learners did worse on comprehension tests, which arguably demonstrated a trade-off: More attention to forms resulted in less to meaning. In this study, a conceptual replication of Lee’s using eye-movement data, I assessed how English passive construction enhancement affects English language learners’ (a) learning of the form (via pre- and posttest gains on passive construction tests) and (b) text comprehension. In contrast to Lee’s results, I found enhancement did not significantly increase form correction gain scores, nor did enhancement significantly detract from comprehension. There was no trade-off effect. Form learning and comprehension did not correlate. By recording learners’ eye movements while reading, I found enhancement significantly impacted learners’ noticing of the passive forms through longer gaze durations and rereading times. Thus, enhancement in this study functioned as intuitively and originally (Sharwood Smith, 1991, 1993) proposed; it promoted noticing, but, in this case, without further explicit instruction, it appeared to have done little else.

The Effect of Textual Enhancement on L2 Learner's Acquisition of Korean Modifier Endings

The Effect of Textual Enhancement on L2 Learner's Acquisition of Korean Modifier Endings

The Effect of Textual Enhancement on the Performance during Online Chat

The Effect of Textual Enhancement on the Performance during Online Chat

Effects of Textual Enhancement and Topic Familiarity on Korean EFL Students' Reading Comprehension and Learning of Passive Form

This quasi‐experimental study attempts to incorporate grammatical elements into meaning‐focused reading classes by attracting learner attention to form with minimal interruption to meaning comprehension. Two hundred fifty‐nine Korean English as a foreign language students underwent four different treatments—involving textual enhancement and topic familiarity conditions. The responses of the students were compared with respect to (a) their ability to identify and correct English passive errors and (b) their degree of reading comprehension. The results revealed that textual enhancement aided the learning of the target forms while having unfavorable effects on meaning comprehension. Topic familiarity, by contrast, aided the students' comprehension but was ineffective in terms of their learning of form. I discuss the findings in light of the theoretical relationship between acquisition and comprehension and conclude with implications for meaning‐oriented lessons.