Literaturnachweis - Detailanzeige
| Autor/in | Winke, Paula M. |
|---|---|
| Titel | The Effects of Input Enhancement on Grammar Learning and Comprehension. A Modified Replication of Lee (2007) with Eye-Movement Data. |
| Quelle | In: Studies in second language acquisition, 35 (2013) 2, S. 323-352Infoseite zur Zeitschrift |
| Beigaben | Anhang; Abbildungen 2; Tabellen 2 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0272-2631 |
| Schlagwörter | Empirische Forschung; Englischunterricht; Fremdsprachenunterricht; Grammatik; Passiv; Text; Empirische Forschung; Didaktische Grundlageninformation; Grammatik; Passiv; Text; Fremdsprachenunterricht; Englischunterricht |
| Abstract | 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, the author 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, she 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 (eye-tracking), she 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 proposed; it promoted noticing, but, in this case, without further explicit instruction, it appeared to have done little else. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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