The Effects Of Visual Input Enhancement On The Acquisition Of The English Passive Form

2019 ◽  
pp. 75
Author(s):  
Youcef Remache ◽  
Sarah Merrouche
Keyword(s):  
Visual Input ◽  
Input Enhancement

OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS

2002 ◽  
Vol 24 (4) ◽  
pp. 541-577 ◽  
Author(s):  
Shinichi Izumi
Keyword(s):  
Positive Impact ◽  
Visual Input ◽  
Target Language ◽  
Computer Assisted ◽  
Learning Gains ◽  
Input Enhancement ◽  
Target Form ◽  
Subsequent Discussion ◽  
Form Features ◽  
Esl Learners

This study investigates the potentially facilitative effects of internal and external attention-drawing devices—output and visual input enhancement—on the acquisition of English relativization by adult English as a second language (ESL) learners. Specifically, the study addresses: (a) whether the act of producing output promotes noticing of formal elements in the target language (TL) input and affects subsequent learning of the form; and (b) whether such output- induced noticing and learning, if any, would be the same as that effected by visual input enhancement designed to draw learners' attention to problematic form features in the input. These questions were examined in a controlled experimental study in which the requirements of output and exposure to enhanced input were systematically varied. A computer-assisted reconstruction and reading task was used as the vehicle of presentation of the target input materials. The major findings are: (a) Those engaged in output-input activities outperformed those exposed to the same input for the sole purpose of comprehension in learning gains; (b) those who received visual input enhancement failed to show measurable gains in learning, despite the documented positive impact of enhancement on the noticing of the target form items in the input; and (c) in view of the above, no support was found for the hypothesis that the effect of input enhancement was comparable to that of output. The subsequent discussion centers on reexamining the construct of noticing and argues for the need to consider levels and types of processing in order to account for how sensory detection can lead to learning.

VISUAL INPUT ENHANCEMENT AND GRAMMAR LEARNING: A Meta-Analytic Review

2008 ◽  
Vol 30 (3) ◽  
pp. 307-331 ◽  
Author(s):  
Sang-Ki Lee ◽  
Hung-Tzu Huang
Keyword(s):  
Effect Size ◽  
Visual Input ◽  
Input Enhancement ◽  
Related Information ◽  
Grammar Learning ◽  
Analytic Review ◽  
Negative Effect ◽  
Unique Study ◽  
Research Domain ◽  
Systematic Synthesis

Effects of pedagogical interventions with visual input enhancement on grammar learning have been investigated by a number of researchers during the past decade and a half. The present review delineates this research domain via a systematic synthesis of 16 primary studies (comprising 20 unique study samples) retrieved through an exhaustive literature search. The overall magnitude of visual input enhancement was addressed by calculating and aggregating effect sizedvalues. The results indicate that second language readers provided with enhancement-embedded texts barely outperformed those who were exposed to unenhanced texts with the same target forms flooded in them (d= 0.22). A theoretical tension between form and meaning was indicated by a small but negative effect size value for learners' meaning processing (d= −0.26). The importance of improving methodological practices in this research domain, including the reporting of statistical and treatment-related information and the counteracting of a possible publication bias, was also revealed by the synthetic analyses and is further discussed.

scholarly journals The effectiveness of visual input enhancement on the noticing and L2 development of the Spanish past tense

2016 ◽  
Vol 6 (1) ◽  
pp. 89-110 ◽  
Author(s):  
Shawn Loewen ◽  
Solène Inceoglu
Keyword(s):  
Second Language ◽  
Visual Input ◽  
Past Tense ◽  
Eye Tracker ◽  
Input Enhancement ◽  
Second Language Development ◽  
Verb Forms ◽  
L2 Development ◽  
Quasi Experimental ◽  
Pedagogic Tool

Textual manipulation is a common pedagogic tool used to emphasize specific features of a second language (L2) text, thereby facilitating noticing and, ideally, second language development. Visual input enhancement has been used to investigate the effects of highlighting specific grammatical structures in a text. The current study uses a quasi-experimental design to determine the extent to which textual manipulation increase (a) learners’ perception of targeted forms and (b) their knowledge of the forms. Input enhancement was used to highlight the Spanish preterit and imperfect verb forms and an eye tracker measured the frequency and duration of participants’ fixation on the targeted items. In addition, pretests and posttests of the Spanish past tense provided information about participants’ knowledge of the targeted forms. Results indicate that learners were aware of the highlighted grammatical forms in the text; however, there was no difference in the amount of attention between the enhanced and unenhanced groups. In addition, both groups improved in their knowledge of the L2 forms; however, again, there was no differential improvement between the two groups.

scholarly journals The Effect of Visual and Auditory Input Enhancement on Vocabulary Acquisition of Iranian EFL University Students

2016 ◽  
Vol 6 (7) ◽  
pp. 81
Author(s):  
Ali Ghafouri ◽  
Mohsen Masoomi
Keyword(s):  
University Students ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Visual Input ◽  
English Language Teaching ◽  
Auditory Input ◽  
Input Enhancement ◽  
Types Of Instruction ◽  
Experimental Group

<p>This study was an attempt to investigate the effect of input enhancement instruction on vocabulary acquisition among Iranian university students. Moreover, the possible effect of two kinds of input enhancement (i.e., auditory and visual) was examined. To this end, 75 Iranian university students, majoring English language Teaching at Applied Science and Technology of Kurdistan University, Iran, were randomly selected. The method used in this study was quantitative research and the true experimental design. One experimental group received vocabulary instruction via visual input enhancement, and the other experimental group was taught vocabulary via auditory input enhancement. After administering the posttest, the dada was analyzed by one-way ANOVA. The findings revealed that both auditory and visual input enhanced instruction had a significant effect on the vocabulary development of Iranian EFL students. In addition, comparing the efficacy of two types of instruction, the results indicated that the effect of either visual or auditory input enhancement for both experimental EFL university students were fairly the same in Iranian EFL educational setting.</p>

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