지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study investigates the effects of explicit intervention and multiple exposure as supplementary elements to strengthen textual enhancement in L2 learners’ noticing and intake of form, as well as their comprehension of meaning. Seventy-six Chinese high school students (Grade 10) received textual enhancement treatments on the English past perfect tense under different conditions in terms of explicit intervention and multiple exposure. The students’ noticing and intake of the target form were measured by a retrospective question and a grammar test, respectively. Their comprehension of the text was also measured by a free-recall test on the content of the passage. The results revealed that textual enhancement was facilitative in students’ noticing and intake of the form. However, supplementing textual enhancement with explicit intervention or multiple exposure did not further improve the students’ noticing or intake, although it affected their comprehension of the content. While multiple exposure to the enhanced text contributed to better comprehension, explicit intervention resulted in lower scores in the recall test, indicating a trade-off effect between form and meaning processing. The results are discussed in relation to theoretical and pedagogical implications.
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참고문헌 (25)
참고문헌 신청
Alanen, R. / 1995 / Input enhancement and rule presentation in second language acquisition, In Attention and awareness in foreign language learning?
Celce-Murcia, M. / 1999 / The grammar book: An ESL/EFL teacher’s course / Heinle & Heinle
Combs, C. / 2008 / Topic familiarity and input enhancement: An empirical investigation / Working Papers in TESOL & Applied Linguistics 8 (2)
Doughty, C. / 1998 / Pedagogical choices in focus on form, In Focus on form in classroom second language acquisition / Cambridge University Press
Han, Z.-h. / 2008 / Textual enhancement of input: Issues and possibilities / Applied Linguistics 29 (4)
Celce-Murcia, M. / 1999 / The grammar book: An ESL/EFL teacher’s course / Heinle & Heinle
Combs, C. / 2008 / Topic familiarity and input enhancement: An empirical investigation / Working Papers in TESOL & Applied Linguistics 8 (2)
Doughty, C. / 1998 / Pedagogical choices in focus on form, In Focus on form in classroom second language acquisition / Cambridge University Press
Han, Z.-h. / 2008 / Textual enhancement of input: Issues and possibilities / Applied Linguistics 29 (4)
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