Visual Input Enhancement as Focus on Form
Year: 2003
Type: article
Abstract: This paper reports a study that investigated the effect of a pedagogical technique known as visual input enhancement. Specifically, the study addressed whether the typographically enhanced input promotes noticing and learning of relative clauses by adult English-as-a-second-language (ESL) learners. The results revealed that while the learners who received input enhancement demonstrated their noticing of the form in the input, as revealed by their notetaking of it, they nevertheless failed to show measurable gains in learning, as measured by the between-group comparison of the pre-to-posttest changes on the target form. A critical review of the present results as well as those of previous studies on input enhancement suggests that visual input enhancement, if used by itself, is often insufficient to cause grammar learning especially for a complex structure like relative clauses.
Author: Shin-ichi Izumi
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W116802997