The Effects of Textual Enhancement on Korean EFL Learners' Form Learning and Reading Comprehension

다국어 초록 (Multilingual Abstract)

Drawing on VanPatten's(1996) Input Processing Theory, this study aimed to examine the effects of textual enhancement(TE) on learners' reading comprehension and form learning. Two forms with the same morphological features (the third person verb agreement -s and the plural noun suffix -s) with different levels of communicative value are employed and capitalized, underlined, and boldfaced. A total of 76 10th grade high school students were divided into three groups and exposed to one of the following three conditions: (1) TE on the third person verb agreement -s (G1), (2) TE on the plural noun suffix -s (G2), and (3) TE on both forms (G3). Each student completed a pre- and post-grammar correction task and a free written recall task. One- way
A NOVA was used for the analysis. The results revealed that G2 outperformed on both the plural noun suffix -s grammar task and the written recall task compared to the other groups. The results indicated that a combination of TE and communicative value of the plural -s enhanced learners' attention both on form learning and comprehension without a trade-off. This study also discusses pedagogical implications for EFL classes.

목차 (Table of Contents)

• Abstract
• Ⅰ. INTRODUCTION
• Ⅱ. LITERATURE REVIEW
• Ⅲ. METHODOLOGY
• Ⅳ. RESULTS
• Ⅴ. DISCUSSION
• Ⅵ. CONCLUSION
• REFERENCES