The Effects Of Visual Input Enhancement On The Acquisition Of The English Passive Form
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Published:
Dec 29, 2019
Keywords:
Input - intake - input enhancement - textual input enhancement - noticing hypothesis.
Main Article Content
Abstract
This study was set up to investigate the potentially facilitative
effects of using visually/textually enhanced materials on the
acquisition of the English passive form. Sixty students majoring
in Economics at Larbi Ben M’hidi University-Oum el Bouaghi,
were randomly assigned to two groups: a control group and an
experimental group. The experimental group received five authentic
texts in which the passive forms were textually enhanced, so to
promote their salience. The control group received the exact same
texts, but with no typographical interventions on them. The results
indicate that using visually enhanced materials significantly helped
the students learn the target form; this has been statistically proven
through different statistical tests both descriptive and inferential.
Article Details
How to Cite
REMACHE , Y., & MERROUCHE, S. (2019). The Effects Of Visual Input Enhancement On The Acquisition Of The English Passive Form. AL-Lisaniyyat, 25(2), 75-95. https://doi.org/10.61850/allj.v25i2.186
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References
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Alcon, E. (1998). Input and input processing in second language acquisition. IRAL, International Review of Applied Linguistics in Language Teaching 36(4), 343.
-Benati, A. (2004). The effects of structured input activities and explicit information on the acquisition of the Italian future tense. Processing instruction: Theory, research, and commentary, 207-225
Chaudron, C. (1985). Intake. On models and methods for discovering learners' processing of input. Studies in Second Language Acquisition, 7(1), 1-14
Corder, S. P. (1967). The significance of learner's errors. IRAL-International Review of Applied Linguistics in Language Teaching, 5(1-4), 161-170.
-Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. The Cambridge Applied Linguistics Series. Cambridge University Press, 40 West 20th Street, New York, NY 10011-4211 (paperback: ISBN-0-521-62551-3; hardcover ISBN-0-521-62390-1)
- Robinson, P. (2001). Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition. Second language research, 17(4), 368-392.
- Burt, M. K., & Dulay, H. C. (1973). Should we teach children syntax?" Language Learning 23: 245-258. 1974a. Errors and Strategies in Child Second Language Acquisition "TESOL Quarterly, 8, 1974b.
Gass, S. M. (2013). Second language acquisition: An introductory course Routledge
Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis. An experimental study on ESL relativization. Studies in second language acquisition, 24(4), 541-577.
-Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., & Doughty, C. (1995) Does textual enhancement promote noticing? A think-aloud protocol analysis Attention and awareness in foreign language learning. 183-216.
Kim, Y. (2006). Effects of input elaboration on vocabulary acquisition through reading by Korean leamers of English as a foreign language. Tesol Quarterly, 40(2), 341-373.
Blanche, P., & Merino, B. J. (1989). Self-assessment of foreign-language skills Implications for teachers and researchers. Language leaming, 39(3), 313-338.
-Lee, S. K. (2007). Effects of textual enhancement and topic familiarity on Korean EFL students' reading comprehension and learning of passive form Language learning, 57(1), 87-118. –
Lee, J. F., & VanPatten, B. (1995). Making communicative language teaching Happen. Volume 1: Directions for Language Learning and Teaching McGraw- Hill, Inc., 860 Taylor Station Rd., Blacklick, OH 43004-0545; toll-free: 800- 722-4726.
- Leow, R. P. (1997). The Effects of Input Enhancement and Text Length on Adult 12 Readers' Comprehension and Intake in Second Language Acquisition Applied Language Learning, 8(2), 151-82.
Long M H. (1991). Focus on form: A design feature in language teaching methodology. Foreign language research in cross-cultural perspective, 2(1), 39-52
Long M. (1996). The role of the linguistic environment in second language acquisition Handbook of second language acquisition
Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. The Cambridge Applied Linguistics Series. Cambridge University Press, 40 West 20th Street, New York, NY 10011-4211 (paperback: ISBN-0-521-62551-3; hardcover. ISBN-0-521-62390--McLaughlin, B. (1987). Theories of second-language learning (Vol. 81) London
Edward Arnold Overstreet, M. (1998). Text enhancement and content familiarity. The focus of learner attention. Spanish applied linguistics, 2(2), 229-258.
Robinson, P. (1995). Aptitude, awareness, and the fundamental similarity of implicit and explicit second language learning Attention and awareness in foreign language learning, 9, 303-357.
Robinson, P. (1996) Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in second language acquisition, 18(1), 27-67.
- Rutherford, W. E, & Smith, M. S. (1985). Consciousness-mising and universal grammar. Applied linguistics, 6(3), 274-282
Schmidt, R. W. (1990). The role of consciousness in second language learning1. Applied linguistics, 11(2), 129-158.
Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. Cognition and second language instruction, 288
Sharwood Smith, M. (1981). Consciousness-raising and the second language learner. Applied linguistics, 2(2), 159-168.
Smith, M. S. (1993). Input enhancement in instructed SLA: Theoretical bases Studies in second language acquisition, 15(2), 165-179.
Shook, D. J. (1994). FL/L2 Reading, grammatical information, and the input- to-intake phenomenon. Applied Language Learning, 5(2), 57-93.
Tomlin, R. S., & Villa, V. (1994) Attention in cognitive science and second language acquisition. Studies in second language acquisition, 16(2), 183-203.
Tomlin, R. S., & Villa, V. (1994). Attention in cognitive science and second Language acquisition. Studies in second language acquisition, 16(2), 183-203.
VanPatten, B., & Oikkenon, S. (1996). Explanation versus structured input in processing instruction. Studies in Second Language Acquisition, 18(4), 495- 510
VanPatten, B., Williams, J., Rott, S., & Overstreet, M. (2004). Form-meaning connections in second language acquisition. In Form-meaning connections in second language acquisition (pp. 10-37). Routledge
Doughty, C., & Williams, J. (1998). Focus on Form in Classroom Second Language Acquisition. The Cambridge Applied Linguistics Series. Cambridge University Press, 40 West 20th Street, New York, NY 10011-4211 (paperback ISBN-0-521-62551-3; hardcover. ISBN-0-521-62390-1)
Wong, W. (2003). Textual enhancement and simplified input. Effects on 12 comprehension and acquisition of non-meaningful grammatical form Applied Language Learning, 13(2), 17-46.
Alcon, E. (1998). Input and input processing in second language acquisition. IRAL, International Review of Applied Linguistics in Language Teaching 36(4), 343.
-Benati, A. (2004). The effects of structured input activities and explicit information on the acquisition of the Italian future tense. Processing instruction: Theory, research, and commentary, 207-225
Chaudron, C. (1985). Intake. On models and methods for discovering learners' processing of input. Studies in Second Language Acquisition, 7(1), 1-14
Corder, S. P. (1967). The significance of learner's errors. IRAL-International Review of Applied Linguistics in Language Teaching, 5(1-4), 161-170.
-Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. The Cambridge Applied Linguistics Series. Cambridge University Press, 40 West 20th Street, New York, NY 10011-4211 (paperback: ISBN-0-521-62551-3; hardcover ISBN-0-521-62390-1)
- Robinson, P. (2001). Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition. Second language research, 17(4), 368-392.
- Burt, M. K., & Dulay, H. C. (1973). Should we teach children syntax?" Language Learning 23: 245-258. 1974a. Errors and Strategies in Child Second Language Acquisition "TESOL Quarterly, 8, 1974b.
Gass, S. M. (2013). Second language acquisition: An introductory course Routledge
Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis. An experimental study on ESL relativization. Studies in second language acquisition, 24(4), 541-577.
-Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., & Doughty, C. (1995) Does textual enhancement promote noticing? A think-aloud protocol analysis Attention and awareness in foreign language learning. 183-216.
Kim, Y. (2006). Effects of input elaboration on vocabulary acquisition through reading by Korean leamers of English as a foreign language. Tesol Quarterly, 40(2), 341-373.
Blanche, P., & Merino, B. J. (1989). Self-assessment of foreign-language skills Implications for teachers and researchers. Language leaming, 39(3), 313-338.
-Lee, S. K. (2007). Effects of textual enhancement and topic familiarity on Korean EFL students' reading comprehension and learning of passive form Language learning, 57(1), 87-118. –
Lee, J. F., & VanPatten, B. (1995). Making communicative language teaching Happen. Volume 1: Directions for Language Learning and Teaching McGraw- Hill, Inc., 860 Taylor Station Rd., Blacklick, OH 43004-0545; toll-free: 800- 722-4726.
- Leow, R. P. (1997). The Effects of Input Enhancement and Text Length on Adult 12 Readers' Comprehension and Intake in Second Language Acquisition Applied Language Learning, 8(2), 151-82.
Long M H. (1991). Focus on form: A design feature in language teaching methodology. Foreign language research in cross-cultural perspective, 2(1), 39-52
Long M. (1996). The role of the linguistic environment in second language acquisition Handbook of second language acquisition
Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. The Cambridge Applied Linguistics Series. Cambridge University Press, 40 West 20th Street, New York, NY 10011-4211 (paperback: ISBN-0-521-62551-3; hardcover. ISBN-0-521-62390--McLaughlin, B. (1987). Theories of second-language learning (Vol. 81) London
Edward Arnold Overstreet, M. (1998). Text enhancement and content familiarity. The focus of learner attention. Spanish applied linguistics, 2(2), 229-258.
Robinson, P. (1995). Aptitude, awareness, and the fundamental similarity of implicit and explicit second language learning Attention and awareness in foreign language learning, 9, 303-357.
Robinson, P. (1996) Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in second language acquisition, 18(1), 27-67.
- Rutherford, W. E, & Smith, M. S. (1985). Consciousness-mising and universal grammar. Applied linguistics, 6(3), 274-282
Schmidt, R. W. (1990). The role of consciousness in second language learning1. Applied linguistics, 11(2), 129-158.
Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. Cognition and second language instruction, 288
Sharwood Smith, M. (1981). Consciousness-raising and the second language learner. Applied linguistics, 2(2), 159-168.
Smith, M. S. (1993). Input enhancement in instructed SLA: Theoretical bases Studies in second language acquisition, 15(2), 165-179.
Shook, D. J. (1994). FL/L2 Reading, grammatical information, and the input- to-intake phenomenon. Applied Language Learning, 5(2), 57-93.
Tomlin, R. S., & Villa, V. (1994) Attention in cognitive science and second language acquisition. Studies in second language acquisition, 16(2), 183-203.
Tomlin, R. S., & Villa, V. (1994). Attention in cognitive science and second Language acquisition. Studies in second language acquisition, 16(2), 183-203.
VanPatten, B., & Oikkenon, S. (1996). Explanation versus structured input in processing instruction. Studies in Second Language Acquisition, 18(4), 495- 510
VanPatten, B., Williams, J., Rott, S., & Overstreet, M. (2004). Form-meaning connections in second language acquisition. In Form-meaning connections in second language acquisition (pp. 10-37). Routledge
Doughty, C., & Williams, J. (1998). Focus on Form in Classroom Second Language Acquisition. The Cambridge Applied Linguistics Series. Cambridge University Press, 40 West 20th Street, New York, NY 10011-4211 (paperback ISBN-0-521-62551-3; hardcover. ISBN-0-521-62390-1)
Wong, W. (2003). Textual enhancement and simplified input. Effects on 12 comprehension and acquisition of non-meaningful grammatical form Applied Language Learning, 13(2), 17-46.