Input enhancement type, intake, and reading comprehension in Portuguese foreign language
DOI:
https://doi.org/10.29352/mill0225.36123Keywords:
types of input enhancement; intake; Portuguese as a foreign language; form-focused analytical approachAbstract
Introduction: In foreign language teaching, input enhancement has been proposed as an implicit technique to direct the learners' attention toward specific linguistic items, as it allows them to focus on meaning and form at the same time.
Objective: To investigate the effect of three typographic input highlighting marks on the intake of a target structure (present tense) and on the reading comprehension of 41 Chinese learners of Portuguese as a foreign language.
Methods: Exploratory study. A pre-test/post-test design was adopted. Four versions of a text were prepared to compare three experimental groups with different input enhancement formats: [(i) capitalization, (ii) bold, and (iii) a combination of two typographical cues (bold and underlined)], as well as a control group (input flood).
Results: No significant differences were detected between the groups, although the results showed a tendency towards a positive impact of the use of typographical cues vs. input flood. Reading comprehension was not affected by input enhancement.
Conclusion: Input enhancement formats did not significantly benefit the intake of the target structure. Manipulation of input salience (input enhancement) and frequency increase (input flood) are redundant techniques in terms of their pedagogical impact.
Downloads
References
Ajabshir, Z. F. (2022). The relative efficacy of input enhancement, input flooding, and output-based instructional approaches in the acquisition of L2 request modifiers. Language Teaching Research 26 (3), 411-433. https://doi.org/10.1177/1362168819896655
Al-Shammari, A. H. & Sahiouni, A. A. (2023). Impact of textual enhancement and input processing on syntactic development of EFL university students in Kuwait. Education and Information Technologies 28, 15205-15221. https://doi.org/10.1007/s10639-023-11799-1
Alenezi, S. M. (2019). Exploring explicit and implicit grammar teaching. International Journal of Applied Linguistics & English Literature 8(1), 632-653. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.1p.104
Benati, A. & Schwieter, J. W. (2019). Pedagogical interventions to L2 grammar instruction. In J. Schwieter & Benati, A. (eds.), The Cambridge Handbook of Language Learning, 477-499. Cambridge University Press.
Borro, I. (2022). Comparing the effectiveness of task-based language teaching and presentation-practice-production on second language grammar learning: a pilot study with Chinese Students of Italian as a second language. In M. J. Ahmadian & M. H. Long, (eds.), The Cambridge Handbook of Task-Based Language Teaching, 549-565. Cambridge University Press.
Chung, Y. & Révész, A. (2024). Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners. Language Teaching Research 28(2), 632-653. https://doi.org/10.1177/13621688211005068
Council of Europe (2020). Common European Framework of Reference for Languages: learning, teaching, assessment – Companion volume. Council of Europe Publishing.
East, M. (2021). Foundational Principles of Task-Based Language Teaching. Routledge.
Ellis, R., Skehan, P., Li, S., Shintani, N. & Lambert, C. (2020). Task-Based Language Teaching Theory and Practice. Routledge.
Kuzka, R. & Pascoal, J. (2016). Passaporte para português 2. LIDEL.
LaBrozzi, R. M. (2016). The effects of textual enhancement type on L2 form recognition and reading comprehension in Spanish. Language Teaching Research 20 (1), 75-91. https://doi.org.libezproxy.um.edu.mo/10.1177/1362168814561903
Lee, B. J. (2021). The effects of proficiency and textual enhancement technique on noticing. System 96. https://doi.org/10.1016/j.system.2020.102407
Lee, M., & Jung, J. (2024). Effects of textual enhancement and task manipulation on L2 learners’ attentional processes and grammatical knowledge development: A mixed methods study. Language Teaching Research, 28(4), 1552-1571. https://doi.org/10.1177/13621688211034640
Leow, R. P. (2019). ISLA: How implicit or how explicit should it be? Theoretical, empirical, and pedagogical/curricular issues. Language Teaching Research, 23(4), 476-493. https://doi.org/10.1177/1362168818776674
Leow, R. P., Donate, A. & Gutiérrez (2019). Textual enhancement, type of linguistic item and L2 development. In Leow, R.P. (eds.), The Routledge Handbook of Second Language Research in Classroom Learning (pp. 317-330). Routledge.
Meguro, Y. (2019). Textual enhancement, grammar learning, reading comprehension, and tag questions. Language Teaching Research 23 (1), 58 -77. https://doi.org.libezproxy.um.edu.mo/10.1177/1362168817714277
Namaziandost, E., Rezvani, E. & Polemikou, A. (2020). The impacts of visual input enhancement, semantic input enhancement and input flooding on L2 vocabulary among Iranian intermediate EFL learners. Cogent Education 7, 1-14. https://doi.org/10.1080/2331186X.2020.1726606
Rassaei, E. (2020). The separate and combined effects of recasts and textual enhancement as two focus on form techniques on L2 development. System 89. https://doi.org/10.1016/j.system.2019.102193
Révész, A., Benton, L., Vasalou, A., Bunting, l., Segerstad, Y.H., Florea, A., Mihu, I.P., Gilabert, R. & Parry, C. (2021). The effects of multiple-exposure textual enhancement on child L2 learners’ development in derivational morphology: A multi-site study. Tesol Quarterly 55(3), 901-930. https://shre.ink/gYAy
Sadeghi, S., Maftoon, P. & Yazdanimoghadam, M. (2022). An investigation into textual input enhancement and output production in relation to the noticing of English relative clauses: The case of Iranian EFL learners. Journal of Language Horizons 6 (1), 7-27. https://doi.org/10.5430/wjel.v2n3p29
Schmidt, R. (2012). Attention, awareness, and individual differences in language learning. In W. M. Chan, K. N. Chin, S. Bhatt & I. Walker (eds.), Perspectives on individual characteristics and foreign language education (pp. 27-50). De Gruyter. https://doi.org/10.1515/9781614510932.27
Sharwood Smith, M. (1993). Input enhancement in instructed SLA: theoretical bases. Studies in Second Language Acquisition 15(2), 165-179. https://doi.org/10.1017/S0272263100011943
Santos. S. (2023). Efeitos do realce do input no noticing e na aprendizagem da gramática em PLE: um estudo de rastreamento ocular. Moderna Srak 117(1), 72-95. https://doi.org/10.58221/mosp.v117i1.11380
Simard, D. (2009). Differential effects of textual enhancement formats on intake. System 37, 124-135. https://doi.org/10.1016/j.system.2008.06.005
Van den Branden, K. (2022). How to Teach an Additional Language: To task or not to task?. John Benjamins.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Millenium - Journal of Education, Technologies, and Health
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who submit proposals for this journal agree to the following terms:
a) Articles are published under the Licença Creative Commons (CC BY 4.0), in full open-access, without any cost or fees of any kind to the author or the reader;
b) The authors retain copyright and grant the journal right of first publication, allowing the free sharing of work, provided it is correctly attributed the authorship and initial publication in this journal;
c) The authors are permitted to take on additional contracts separately for non-exclusive distribution of the version of the work published in this journal (eg, post it to an institutional repository or as a book), with an acknowledgment of its initial publication in this journal;
d) Authors are permitted and encouraged to publish and distribute their work online (eg, in institutional repositories or on their website) as it can lead to productive exchanges, as well as increase the impact and citation of published work
Documents required for submission
Article template (Editable format)
