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The Effects of Form Focused Instruction and Captioning on Second Language Development
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | The Effects of Form Focused Instruction and Captioning on Second Language Development. |
| 개인저자 | Cintron-Valentin, Myrna C. |
| 단체저자명 | University of Michigan. Psychology. |
| 발행사항 | [S.l.]: University of Michigan., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 237 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-02B. Dissertation Abstract International |
| ISBN | 9781085669061 |
| 학위논문주기 | Thesis (Ph.D.)--University of Michigan, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-02, Section: B.
Advisor: Ellis, Nick. |
| 이용제한사항 | This item must not be sold to any third party vendors.This item must not be added to any third party search indexes. |
| 요약 | An essential component in the L2 acquisition process is conscious attention to form in the input (Schmidt, 2001). Given that some linguistic forms are inherently less noticeable (e.g., grammatical forms), a central question in the field of Second Language Acquisition (SLA) is how learner attention can be drawn to such linguistic features in order to promote learning. Traditionally, attention-getting strategies such as Textual Enhancement (TE) or Explicit Grammar Instruction (EGI) - two types of Form Focused Instruction (FFI) - have been used to counteract these low salience effects. The usage of these techniques, however, has for the most part been limited to the written modality with few studies investigating the role of multimodal input (i.e., aural, visual and pictorial input) in facilitating grammar acquisition. One promising multimodal technique which has been the focus of much recent research is that of captioned video. Extensive research from the last three decades has demonstrated its effectiveness in L2 comprehension and vocabulary learning (Vanderplank, 2010). However, little attention has been paid to its potential in supporting grammar learning, a challenging area of L2 acquisition. The studies presented in this dissertation aim to extend previous research on captioning and L2 acquisition by targeting grammar learning. They additionally build upon existing research by exploring how FFI techniques such as EGI in combination with captioned video, and salience-raising manipulations through TE within the caption line might aid in facilitating grammar development.Studies 1 and 3 of this dissertation explore the role of FFI + captioned media in the L2 Spanish classroom through two separate random-allocation field experiments. Altogether, the findings of these studies confirm the effectiveness of captioning on vocabulary, illustrate the extra difficulties of grammar, and help inform which types of constructions might be assisted by captioning. Study 2 of this dissertation assesses effects of different designs of TE video captions on learners' immediate uptake of grammatical constructions in L2 Spanish. The findings of Study 2 offer key methodological insights for fine-tuning the amount of enhancement that might be required for successful learner uptake through TE. |
| 일반주제명 | Educational technology. Psychology. Linguistics. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
