Email this article 
Hide
Show all
Assessing Input Enhancement as Positive Factor and Its Impact on L2 Vocabulary Learning
Abstract
Input enhancement's role to promote learners’ awareness in L2 contexts has caused a tremendous amount of research. Conspicuously, by regarding all aspects of input enhancement, the study aimed to find out how differently many kinds of input enhancement factors such as bolding, underlining, and capitalizing impact on L2 learners’ vocabulary acquiring. Furthermore, the study was conducted through a quasi-experimental design with a proficiency test to find how homogeneous the groups are. Four classes were selected as the experimental groups (n =80), and each class was conducted by one of the input enhancement main categories compared with the control group. Subjects attended in eight sessions to make them familiar with advantages of input enhancement in relation to vocabulary learning. Each group received different strategies but control group received no treatment and then, the researcher taught and employed those inputs in texts along with target words. Learners’ progress was measured during the eight sessions of employing those inputs in responding to vocabulary questions. One-Sample Kolmogorov-Smirnov Test, One-way ANOVAs series along with LSD and post hoc comparisons showed that three inputs were effective in responding to target vocabulary words and they compared and contrasted with control group but the bolding group did better than the other groups. Finally, bolding target words were more effective in fostering L2 learners’ vocabulary knowledge learning. These outcomes propose that using input enhancement to answer target words are the most useful factors, especially bolding as a significant input in this study outperformed the other ones in developing learners’ awareness to answer vocabulary tests. It can also be concluded that capitalizing is the least effective input compared to underlining and bolding in terms of their efficacy.
Keywords: Focus on form and Implicit Fonf, Input enhancement as focus on form, Vocabulary
Full Text:
PDFReferences
Alanen, R. (1995). Input enhancement and rule presentation in second language acquisition. In R. Schmidt (Ed.), Attention and awareness in foreign language learning. Honolulu: University of Hawai'i Press.
Coady, J. (1993). Research in ESL/EFL vocabulary acquisition; putting it in context. In T. Huckin, M. Hynes and J.Coady (Eds). Second Language Reading and Vocabulary Learning, 3-23. Norwood.
Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J. Coady & T. Huckin (Eds.). Second Language Vocabulary Acquisition, 225-237. New York, NY: Cambridge University Press.
Coady, J., & Huckin, T. (1997). Second Language Vocabulary Acquisition. New York, NY: Cambridge University Press.
Coady, J.,& Huckin, T. (1999). Incidental vocabulary acquisition in a second language: A review. Studies in second language acquisition, 21 (2), 181-192.
DeKeyser, R.M. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22, 499-533.
Dekeyser (1998) Form-meaning connections in second language acquisitions
Doughty, C. (1991). Second language acquisition does make a difference: evidence from an empirical study of SL relativization. Studies in Second Language Acquisition, 13(3), 431-469.
Doughty, C.J. (2003). Instructed Second Language Acquisition: Constraints, compensation and enhancement. In C.J. Doughty and M.H. Long (Eds.). The Handbook of Second Language Acquisition, 256-310. Malden, MA: Blackwell.126
Doughty, C.J.,& Varela, E. (1998). Communicative focus on form. In C.Doughty & J. Williams (Eds.). Focus on Form in Classroom Second Language Acquisition, 114-138. New York: Cambridge University Press.
Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge: CUP.
Ellis, Nick C. (1997). Introduction: implicit and explicit language learning–an overview. In Ellis, Nick (ed.). Implicit and explicit learning of languages, 1-31. London: Academic Press.
Ellis, R. (2001). Form-focused instruction and second language learning. Language Learning, 51 (Suppl.1).
Ellis, R., Baştürkmen, H., & Loewen, S. (2001). Preemptive focus on form in the ESL classroom. TESOL Quarterly, 35(3), 407-432.
Ellis, N.C., Beaton, A. (1993). Psycholinguistic determinants of foreign language vocabulary learning. Language Learning, 43(4), 559-617.
Ellis, T.R. (2002c). Recent developments in International valuation standards, " in SME transactions 2002, Vol. 312, pp. 148-152.
Han, Z., Park, E.S., & Combs, C. (2008). Textual enhancement of input: Issues and possibilities. Applied Linguistics, 29(4), 597-618.
Kim,Y. (2006). Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a foreign language. TESOL Quarterly, 40(2), 341-373.
Kim, Y. (2008). The Role of Task-Induced Involvement and Learner Proficiency in L2 Vocabulary Acquisition. Language Learning, 58(2), 285-325.
Krashen, S.D. (1982). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal, 73, 440-464.
Krashen, S.D. (1997). The comprehension hypothesis: Recent evidence. English Teachers' Journal (Israel), 51, 17-29.
Lee, S.H. (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, S.H. (2003). ESL learners’ vocabulary use in writing and the effects of explicit vocabulary instruction. System, 31, 537-561.
Leeman, J., Arteagoitia, I., Fridman, B., & Doughty, C. (1995). Integrating attention to form with meaning: Focus on form in content-based Spanish instruction. In R. Schmidth (ed.): Attention and Awareness in Foreign Language Learning, 217-258. Retrieved March 12, 2009, from http://books.google.com/books/.131
Leow, R. (1993). To simplify or not to simplify: A look at intake. Studies in Second Language Acquisition, 15, 333-55.
Leow, R.P. (1997). The effects of input enhancement and text length on adult L2 readers comprehension and intake in second language acquisition. Applied Language Learning, 8, 151-182.
Leow, R.P. (2001). Attention, awareness and foreign language behavior. Language Learning, 51, 113-155.
Long, M.H. (1997). Focus on form in task-based language teaching. Retrieved February 9, 2009 from http:// www.mhhe.com/socscience/foreignlang/top.htm
Long, M.H. (1996). The role of linguistic environment in second language acquisition. In W.C.B. Ritche, K.Tej (Eds.). Handbook of Second Language Acquisition, 413-468. SanDiego: Academic Press,Inc.
Long, M. H. & Robinson, P. (1998). Focus on form: theory, research and practice. in focus on form inclassroom L2 Acquisition, C. Doughty & J.Williams (Eds.), pp. 85-114. New York: Cambridge.
Overstreet, C. 1998. Nematodes in the Mid-South. 1998 Beltwide Cotton Conferences Proceedings Volume 1:172-173.
Poole, A. (2005). Focus on form instruction: Foundations, applications, and criticisms. The Reading Matrix: An International Online Journal, 5(1).
Robinson, P. (1996). Learning simple and complex language rules under implicit, incidental, rule search, and instructed conditions. Studies in Second Language Acquisition, 18, 27-76.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Schmidt, R. (1993). Implicit learning and the cognitive unconscious: Of artificial grammars and SLA. In N. Ellis (Ed.). Implicit and explicit learning of languages, 165-209. London: Academic Press.
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R.W. Schmidt (ed.), Attention and awareness in foreign language learning and teaching. Honolulu, Ha: University of Honolulu, 1–63.
Schmidt, R. (2001). Attention. In P. Robinson(ed.). Cognition and second language instruction. Cambridge:CUP.136.
Schmitt, N. (2000). Vocabulary in Language Teaching, Cambridge: CUP.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
Schmitt, N., & Schmitt, D. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. ELT Journal, 49(2), 133-143.
Seedhouse, P. (1997). Combining form and meaning. English Language Teaching Journal, 51(4), 336-344.
Sharwood-Smith, M. (1991) Teaching Grammar in Second Language Classrooms: Integrating Form-Focused Instruction in Communicative Context.
Sharwood-Smith, M. (1993). Input enhancement in instructed second language acquisition: Theoretical bases. Studies in Second language acquisition, 15, 165-179.
Sheen, Y. (2002) Yellow umbrella. Kane/Miller Book Pub.
Sheen, R. (2000). Review: Doughty & Williams: Focus on Form in SLA. Ronald Sheen .
Shook, D. (1994). FL/L2 reading, grammatical information, and input-to-intake phenomenon. Applied Language Learning, 5, 57- 93.
Tomlin, R. S., & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16, 183-203.
Urano, K. (2000). Lexical simplification and elaboration: sentence comprehension and incidental vocabulary acquisition (Unpublished Master’s thesis). University of Hawai‘i at Manoa, Honolulu.
White, J. (1998). Getting the learners’ attention: A typographical input enhancement study. In C. Doughty, and J. Williams (Eds.), Focus on Form in Second Language Acquisition, 85-113. Cambridge: CUP.138
Williams, J. (1999). Memory, attention, and inductive learning. Studies in Second Language Acquisition, 21, 1-48.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
Advances in Language and Literary Studies
You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.