Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

The present study investigates the impact of glossing and reading activity manipulation on learning of target lexico-grammatical and lexical items. Eighty-eight Korean undergraduate students read either glossed or unglossed English texts. Each paragraph of the texts was split into two (less careful condition) or three to four subparts (more careful condition), and participants were asked to rearrange them into a coherent order and answer multiple-choice reading comprehension items. Glossing was conducted by providing Korean translations of target items, i.e. 15 English unaccusative verbs and 10 pseudowords. Learning was assessed with an untimed grammaticality judgment test and word form and meaning recognition tests. The results revealed that glossing affected word meaning recognition scores positively, but form recognition scores...

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Tipo: artículo

Metodología: estudio empírico

Temas: input

Resumen:

This study examined the extent to which textual enhancement and task manipulation affect the learners’ attentional processing and the development of second language (L2) grammatical knowledge. A total of 73 Korean college students read an opinion news article in one of four experimental conditions: (1) textually enhanced, careful reading, (2) textually enhanced, expeditious reading, (3) textually non-enhanced, careful reading, and (4) textually non-enhanced, expeditious reading. For the enhanced conditions, the target L2 construction, i.e. the use of English participle phrases in the restrictive use, was typographically enhanced using a different color. In addition, the reading task was manipulated in terms of the speed and the manner of reading, i.e. careful reading to remember textual information as accurately as possible or...

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Tipo: artículo

Metodología: estudio empírico

Temas: colocaciones

Resumen:

Collocational knowledge is central to communicative competence, but many second language (L2) learners struggle to acquire this aspect. To address this limitation, the present study investigated if textual enhancement and frequency manipulation would affect incidental learning of collocations from reading. Fifty-four first language (L1) Cantonese speakers read two English stories in which 12 adjective–pseudonoun collocations appeared either three or six times. The target collocations were coloured in red under the enhanced condition. Participants’ attentional processes were examined using their eye-movements during reading and stimulated recall comments prompted by their own eye-movements. After reading, unannounced immediate and delayed posttests were administered. The results showed that increased frequency led to greater visual...

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Tipo: artículo

Metodología: estudio empírico

Temas: colocaciones

Resumen:

This study explored how to promote incidental collocation learning from task-based reading. In this study, 101 Cantonese speakers read three English texts that contained 12 target collocations. Playing a role as an editor of a magazine, participants were asked to determine if the three texts were acceptable to be published in the next issue. While half of the participants (– Guidance, n = 50) were asked to simply accept or reject the texts after reading, the other half (+ Guidance, n = 51) received task guidance that contained a list of specific reviewing criteria. Participants’ eye-movements were recorded during the editor task, and 10 participants from each condition were asked to produce stimulated recalls while viewing their eye-movements. The rest of the participants’ (n = 81) knowledge about the target collocations was measured...

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