The effects of aural input enhancement on L2 acquisition
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Other Title
Authors
Reinders, Hayo
Cho, Meiyoung
Cho, Meiyoung
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2013-07
Supervisors
Type
Other
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
second language acquisition (SLA)
L2 acquistion
aural input enhancement
L2 acquistion
aural input enhancement
ANZSRC Field of Research Code (2020)
Citation
Cho, M., & Reinders, R. (2013). The effects of aural input enhancement on L2 acquisition. In J. M. Bergsleithner, S.N. Frota, & J. K. Yoshioka, (Eds.), Noticing and second language acquisition : studies in honor of Richard Schmidt (pp. 133–148). Honolulu: University of Hawai‘i, National Foreign Language Resource Center. Preprint. NOTE: This is research undertaken for the Anaheim University, United States prior to the author being affiliated with the Unitec Institute of Technology.
Abstract
Input enhancement involves attempts to direct the learner’s attention to specific linguistic forms in target language input (Sharwood Smith, 1993). One way to do this is by manipulating the input in order to attract learners’ attention to the target feature, for example, by underlining or bolding it or by artificially increasing its frequency in the input (an input flood). A number of studies have investigated the effects of enriched input (e.g., Jourdenais, Ota, Stauffer, Boyson, & Doughty, 1995; Reinders & Ellis, 2009; Trahey & White, 1993; White, 1998). Although there is some evidence that enriched input can affect L2 acquisition of certain grammatical features, the results are not conclusive. Furthermore, previous studies have been limited to textual input enrichment. In this chapter we investigated the effects of aural input enhancement, a type of input enhancement that to the best of our knowledge has not been reported on before. Participants in the study were given an audiobook to listen to outside of class in which passive structures had been manipulated by 1) artificially increasing the volume slightly of the target items or by 2) slowing down the speed with which the target items were read out. A control group listened to the audiobooks in their original form. The repeated-measures ANOVA analysis showed no significant effect for the manipulated input on acquiring the target form. We discuss some possible reasons for this finding.
Publisher
University of Hawai‘i, National Foreign Language Resource Center.
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DOI
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University of Hawai‘i, National Foreign Language Resource Center.
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