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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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Much research has been dedicated to determining the role of visual input enhancement in second language (L2) learners’ grammar acquisition. However, how L2 learners process and learn enhanced grammars embedded in written input still remains elusive. Moreover, prior studies report mixed findings, in part because most of the previous studies employed a between-group design, thus failing to control for a myriad of learner factors (e.g., language proficiency, working memory, learning styles, strategies). In the present study, these issues were addressed by utilizing (a) online (eye tracking) as well as offline (tests) measures and (b) a within-group design. Participants in this study were Korean undergraduate students (N = 49). They were instructed to read an experiment text that contained both enhanced and unenhanced target grammatical items (n = 12, respectively), which were matched in view of difficulty. While reading, eye movements of each participant were registered using an eye tracker. They then responded to a reading comprehension test, followed by an unannounced grammar test. Eye-tracking results revealed that the participants spent significantly longer time processing enhanced grammars than unenhanced counterparts. Likewise, the participants learned significantly more enhanced grammars than unenhanced ones. Finally, correlational analyses revealed a significant, negative link between prior knowledge of enhanced grammars and the amount of time allocated to processing enhanced grammars.

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입력강화가 문법 처리 및 습득에 미치는 영향 : Effects of input enhancement on processing and acquisition of English grammars : an eye-tracking study / 시선추적 연구 최성묵 p. 3-23

Discourse markers in Korean EFL learners’ oral narratives Yoon-Kyu Kim p. 25-49
(The) effect of noun type on plural marking in Korean students’ EFL writing : a corpus-based study Baek, Soondo p. 51-71
정의적 특성이 중·고등학생의 영어 학업성취도에 미치는 영향과 학업적 자기효능감의 매개 효과 연구 = The effect of affective traits on English achievement and the mediating effect of academic self-efficiency 이정아 p. 73-94

성인 이러닝 영어 학습자의 개인 특성 및 과목 성취도와 강의 콘텐츠 학습전략의 관계 = The relationships of adult e-learners’ individual characteristics and academic achievements with their English lecture learning strategies 송민영 p. 95-120
Effect of anxiety on grammatical errors and overall quality in different writing conditions : with reference to Arabic ESL students’ writing Koo, Yilmin p. 121-142

참고문헌 (40건) : 자료제공( 네이버학술정보 )

참고문헌 목록에 대한 테이블로 번호, 참고문헌, 국회도서관 소장유무로 구성되어 있습니다.
번호 참고문헌 국회도서관 소장유무
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2 Amso, D., Haas, S., & Markant, J. (2014). An eye tracking investigation of developmental change in bottom-up attention orienting to faces in cluttered natural scenes. PloS one, 9, e85701. 미소장
3 Choi, S. (2020). Captions, input enhancement, and collocation acquisition. Secondary English Education, 13, 3-20. 미소장
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8 Indrarathne, B., & Kormos, J. (2017). Attentional processing of input in explicit and implicit conditions: An eye-tracking study. Studies in Second Language Acquisition, 39, 401–430. 미소장
9 Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis: An experimental study on ESL relativization. Studies in Second Language Acquisition, 24, 541-577. 미소장
10 Jourdenais, R. (1998). The effects of textual enhancement on the acquisition of the Spanish preterit and imperfect. Unpublished doctoral dissertation, Georgetown University, Washington, DC. 미소장
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13 Lee, M., & Révész, A. (2018). Promoting grammatical development through textually enhanced captions: An eye-tracking study. The Modern Language Journal, 102, 357-377. 미소장
14 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, 87-118. 미소장
15 Lee, S. K., & Huang, H. T. (2008). Visual input enhancement and grammar learning: A meta-analytic review. Studies in Second Language Acquisition, 30, 307–331. 미소장
16 Leow, R. (2001). Do learners notice enhanced forms while interacting with the L2?: An online and offline study of the role of written input enhancement in L2 reading. Hispania, 84, 496–509. 미소장
17 Leow, R., & Martin, A. (2017). Enhancing the input to promote salience of the L2: A critical overview. Salience in Second Language Acquisition, 167-186. 미소장
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23 Overstreet, M. (1998). Text enhancement and content familiarity: The focus of learner attention. Spanish Applied Linguistics, 2, 229–258. 미소장
24 Overstreet, M. (2002). The effects of textual enhancement on second language learner reading comprehension and form recognition. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign. 미소장
25 Park, Y. & Choi, S. (2022). Effects of two types of textual enhancement cues on processing and acquisition of English collocations: An eye-tracking study. The Journal of Modern British & American Language & Literature, 40, 191-207. 미소장
26 Pellicer–Sánchez, A. (2015). Learning L2 collocations incidentally from reading. Language Teaching Research, 19, 1–22. 미소장
27 Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124, 372–422. 미소장
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29 Ryu, H. & Choi, S. (2022). Glossing, English proficiency, and incidentalvocabulary acquisition. Secondary English Education, 15, 46-70. 미소장
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32 Shook, D. J. (1994). FL/L2 reading, grammatical information, and the input-to-intake phenomenon. Applied Language Learning, 5, 57–93. 미소장
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34 Storch, N. (2018). Meaning-focused versus form-focused instruction. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons. 미소장
35 Tomlin, R. S., & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16, 183–203. 미소장
36 VanPatten, B. (2002). Processing instruction: An update. Language Learning, 52, 755–803. 미소장
37 White, J. (1998). Getting the learner’s attention. In C. Doughty, & J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 85–113). New York: Cambridge University Press. 미소장
38 Winke, P. M. (2013). The effects of input enhancement on grammar learning and comprehension: A modified replication of Lee (2007) with eye-movement data. Studies in Second Language Acquisition, 35, 323-352. 미소장
39 Wong, W. (2001). Modality and attention to meaning and form in the input. Studies in Second Language Acquisition, 23, 345–368. 미소장
40 Wong, W. (2003). Textual enhancement and simplified input: Effects on L2 comprehension and acquisition of non-meaningful grammatical form. Applied Language Learning, 13, 17–45. 미소장

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