Do Learners Notice Enhanced Forms while Interacting with the L2?: An Online and Offline Study of the Role of Written Input Enhancement in L2 Reading

Leow, Ronald P.

doi:10.2307/3657810

Cited by 143 publications

(179 citation statements)

References 5 publications

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“…During the last 2 decades or so, visual input enhancement studies have been conducted to achieve the goal of teaching grammatical elements implicitly, mostly through reading activities (Alanen 1995;Cho 2010;Combs 2008;Doughty 1991;Izumi 2002;Gascoigne, 2006;Kelly 2008;Lee 2007;Lee & Haung 2008;Leow 1998Leow , 2001Leow & Morgan-Short, 2004;Mueller 2010;Overstreet 1998;Rezvani 2011;Sarkhosh 2012;Simard 2009;Song 2007;White 1998;Wong 2003Wong , 2005 and the method has been described as the least explicit and the least intrusive method of focus on form (Doughty & Varela, 1998).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Textual Input Enhancement and Explicit Rule Presentation on Iranian Elementary EFL Learners’ Intake of Simple Past Tense

Nahavandi¹,

Mukundan²

2012

ELT

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The present study investigated the impact of textual input enhancement and explicit rule presentation on 93 Iranian EFL learners' intake of simple past tense. Three intact general English classes in Tabriz Azad University were randomly assigned to: 1) a control group; 2) a TIE group; and 3) a TIE plus explicit rule presentation group. All participants were given 3 reading texts and comprehension questions to complete. For participants in groups 2 and 3 the input was textually enhanced through bolding. Participants in group 3 in addition had explicit rule presentation of simple past tense. Intake of simple past tense was measured through performance on a Multiple-Choice Recognition Tests. The results showed that there was a significant difference among pretest, first posttest and delayed posttest. Posttest 1 was significantly higher than posttest 2. Furthermore, TE+ rule presentation group significantly outperformed the control group in both posttest1 and posttest 2. The study concluded with some pedagogical implications.

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Section: Introductionmentioning

confidence: 99%

The Impact of Textual Input Enhancement and Explicit Rule Presentation on Iranian Elementary EFL Learners’ Intake of Simple Past Tense

Nahavandi¹,

Mukundan²

2012

ELT

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“…Thus, the effectiveness of the instructional treatments depends on the methodological approaches adopted. In evaluating the tasks achieved following FFI, Fotos&Ellis(1991), Fotos (1993), and Leow (2001) noticed that some of the FFI tasks were incorporated more explicitly and that "raising grammar consciousness" is one of these tasks, whereby, the task objective given to learners is to solve a grammar problem using the target structure or to generate grammar rules. That is, the aim behind not giving the target-like forms directly to the L2 learners, but providing them with corrective feedback and allowing them to analyze their errors/mistakes is that it gives them the space to interact, negotiate and work out the rules for themselves which makes them more memorable.…”

Section: Form-focused Instructionmentioning

confidence: 99%

The Innovated Writing Process (IWP) Approach: a Practical Bridge between Recent SLA and Applied Linguistics Theories

Mourssi¹

2012

ELR

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Based on the shortcomings found in previous methods of teaching writing and following recent works in applied linguistics and second language acquisition on form-focused instruction, explicit teaching and learning, and types of feedback, the Innovated Writing Process (IWP) approach was designed. This is one of the findings of an empirical study in the context of Arab learners of English (ALEs) in the Sultanate of Oman. It is also an attempt to apply Sociocultural Theory in classroom settings and to show how input can be well-processed which, in turn, can develop the second language (L2) learners' internalized grammatical system.The method used in this study indicates that metalinguistic feedback-one form of interaction between the instructor and learners -may be one of the most successful feedback types in helping L2 learners acquire second language linguistic items.

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“…Various studies over the past decade have debated the instructional effect of an input-based approach, namely, input enhancement (Leow, 2001(Leow, , 2007(Leow, , 2009a. According to Schmidt (1990), noticing the form in the input is a prerequisite for intake.…”

Section: Input Enhancementmentioning

confidence: 99%

Enhanced input, individual output, and collaborative output: Effects on the acquisition of the English subjunctive mood

Jabbarpoor

Tajeddin

2013

Rev. signos

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A number of studies have displayed the significance of focusing on form in L2 learners' acquisition of morphosyntactic features. This study compares the effects of three focus-on-form tasks (input enhancement, individual output, and collaborative output) on the acquisition of English subjunctive mood. The learners' trend of development in the subjunctive mood acquisition process is also investigated. Ninety freshmen from a B.A. program in TEFL were randomly divided into the three task groups. These tasks included textual enhancement in Group 1, and dictogloss in Group 2 and 3, where texts were reconstructed individually and collaboratively, respectively. A time-series design was used to measure progress in the participants' production of the target feature; in conjunction with a pretest and a posttest, three production tests were given to assess the trend of development in each group. The study revealed that the impact of input and collaborative output tasks was greater than that of the individual output task. Moreover, the findings showed that the trend of development in the individual output group was not a linear additive process, but a rather U-shaped one with backsliding. This study supports previous studies that have combined both enhancement and instructional assistance. It also adds further importance to the effectiveness of collaborative interaction in the acquisition of English structures.

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Do Learners Notice Enhanced Forms while Interacting with the L2?: An Online and Offline Study of the Role of Written Input Enhancement in L2 Reading

Cited by 143 publications

References 5 publications

The Impact of Textual Input Enhancement and Explicit Rule Presentation on Iranian Elementary EFL Learners’ Intake of Simple Past Tense

The Impact of Textual Input Enhancement and Explicit Rule Presentation on Iranian Elementary EFL Learners’ Intake of Simple Past Tense

The Innovated Writing Process (IWP) Approach: a Practical Bridge between Recent SLA and Applied Linguistics Theories

Enhanced input, individual output, and collaborative output: Effects on the acquisition of the English subjunctive mood

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