Literaturnachweis - Detailanzeige
| Autor/inn/en | Cho, Juhyung; Song, Mi Jeong |
|---|---|
| Titel | Effects of Visual Input Enhancement and Working Memory on Grammar Learning by Korean EFL Learners |
| Quelle | In: English Teaching, 78 (2023) 2, S.29-54 (26 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1017-7108 |
| Schlagwörter | Foreign Countries; Program Effectiveness; Visual Stimuli; Short Term Memory; Reading Comprehension; Grammar; English (Second Language); Second Language Instruction; Teaching Methods; Undergraduate Students; Visual Aids; South Korea |
| Abstract | This study aimed to investigate the effect of visual input enhancement (VIE) on the comprehension of reading texts and the learning of two grammatical forms: English relative clauses and articles. Individual learners' working memory (WM) capacity was also tested to explore its impact on the effectiveness of VIE. A total of 48 Korean college learners of English were assigned into three groups: (a) relative group receiving VIE on relative clauses (b) article group receiving VIE on articles, and (c) a control group receiving no VIE. Results showed that VIE did not have any negative effect on the learners' reading comprehension. Rather, it had positive effects on the learning of the two grammatical forms. According to the findings, VIE on relative clauses enhanced the learners' receptive knowledge of the grammatical form, whereas VIE on articles enhanced the learners' productive knowledge of the form. There was a potential link between the effectiveness of VIE and the learners' working memory processing ability. Pedagogical implications are also discussed based on these findings. (As Provided). |
| Anmerkungen | Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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