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The Effects of Input Enhancement on Chinese College English Learners’ Noticing of the Targeted Linguistic Forms

Author: LiLingYan
Tutor: ZhangYiPing
School: Lanzhou University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Input strengthen Grammar explanations Note The form of the target language
CLC: H319.3
Type: Master's thesis
Year: 2007
Downloads: 404
Quote: 3
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Abstract


In the field of second language acquisition, since the Schmidt to note that assumption, more and more researchers started to pay attention to pay attention to the role of second language acquisition, and then a series aimed at improving learners pay attention to a form of language research. Input to the sharwood Smith proposed to strengthen, to increase by external manipulation the learners be noted that the form of the language has attracted the interest of many researchers. However, at home, the input to strengthen the role of research is still relatively uncommon. In this paper, on the basis of summing up the foreign research, trying to study the input enhanced role in promoting the attention of the learners of the target language in the form. Of this study is to examine three issues: (1) accept the grammar explanations of subjects compared with subjects who did not receive grammar explanations, whether more effective noted that the form of the target language; (2) accept input to strengthen the subjects and not accept input enhanced compared to the test, whether it is more effective to note that the form of the target language; (3) of the grammar explanations and input to strengthen the combination of subjects and simply accept the grammar explanations and simply accept input enhanced subjects compared is more effective to note that the form of the target language. In order to answer these three research questions, this study proposes three assumptions: (1) to accept the test of grammar explanations and did not receive the test of grammar explanations compared to more effectively noted that the form of the target language; (2) to accept Enter the strengthening subjects who did not receive input strengthening subjects compared to more effectively took note of the form of the target language; (3) accept the grammar explanations and input to strengthen the combination of subjects and simply accept the grammar explanations and simply accept input strengthen subjects compared to more effectively noted that the form of the target language. This study is an experimental study, using the oral test, the selection of the target language in the form of past perfect tense and five-meaning words, subjects for the Lanzhou University Yuzhong campus forty-eight English as a foreign language sophomore. The subjects were divided into three experimental groups and one control group: four groups read the same article, the difference is tested before you start reading, subject to the first experimental group and the experimental group try to explain on the form of the target language; enhanced form of the target language contained in the second and third experimental group subjects of reading material (dash, italic, bold); neither control group subjects to accept the explanation of the form of the target language, and did not do any form of strengthening their reading material contained in the target language form. The experiment required the subjects to repeat after reading article after article, and recorded. In order to study the subjects' attention to the form of the target language, the author first test repeat copying and statistics of the number of times each group use the two forms of the target language and the number of the proper use of language forms in the past perfect tense, and finally Data were analyzed by one-way ANOVA analysis, which compared four groups of subjects to the attention of the target language in the form of whether there are significant differences. Experimental results show that: (1) accept the grammar explanations of subjects compared with subjects who did not receive grammar explanations failed to note that the form of the target language, denied Hypothesis 1; (2) of the subjects with and without enhanced input accept input to strengthen the subjects compared to just noticed that the past perfect tense language form partially confirm Hypothesis 2; (3) accept the grammar explanations and input to strengthen the combination of subjects than simply accept the grammar explanations tested more to note that the form of the target language, but compared to simply accept input to strengthen the subjects, there was no significant difference partially confirm Hypothesis 3. From the form of the target language, the learner limited attention resources and information processing, the authors explain the experimental results. Last elaborated the theory and teaching of revelation, pointed out the limitations of this study and future research made some suggestions.

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CLC: > Language, writing > FOREIGN > English > Language teaching > Teaching method
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