Differential Effects of Textual Enhancement Formats on Intake

Autor/in	Simard, Daphnee
Titel	Differential Effects of Textual Enhancement Formats on Intake
Quelle	In: System: An International Journal of Educational Technology and Applied Linguistics, 37 (2009) 1, S.124-135 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2008.06.005
Schlagwörter	Experimental Groups; Control Groups; Cues; Teaching Methods; Applied Linguistics; English (Second Language); Second Language Learning; Second Language Instruction; Morphemes; Grade 8; Reading Comprehension + Suchen Sie Ihr Suchwort? Stichwort; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistics; Linguistik; Angewandte Linguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Morphem; School year 08; 8. Schuljahr; Schuljahr 08; Leseverstehen
Abstract	This study investigated the effects of textual enhancement formats (number and choice of typographical cues) on the intake of plural markers in English as a second language among grade eight native French-speaking students. An experimental reading task integrating different formats of textual enhancement into a text was created. A split-plot experimental design was used to compare the results obtained from a control group and seven experimental groups (each experimental group was exposed to a different textual enhancement format). The results suggest that the textual enhancement formats used in the experimental conditions had different impacts on the intakes produced by the participants. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10