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      A Study on the Use of Preferable Textual Enhancement Techniques From L2 Learners in the Movie Before Sunset

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      https://www.riss.kr/link?id=A108153146

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      다국어 초록 (Multilingual Abstract)

      This study aims to examine whether textual enhancement (TE) saliency leads to second-language learning and to determine whether different types of TE influence second-language learning. The study invited three advanced level college students as participants using material from the movie Before Sunset (Linklater, 2004). In this case study, Participant A used an underline format, Participant B used a story map, and Participant C used a color-code format. They each had four tests (showing a TE strategy, form recalling, content remembering, and language completion rate). The results showed that each participant successfully used their individual TE strategy. Since Participant A primarily focused on language, his second test results were good, but his scores declined two and four weeks later. Participant C primarily paid attention to content; she performed well in a test relevant to the content but was the worst in language tests. Participant B performed the best across all tests because she focused on both language and content. This study suggests that attention is necessary for second-language learning, but that attention should be paid to form and meaning simultaneously. When it combines form and meaning, TE will be effective in secondlanguage learning.
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      This study aims to examine whether textual enhancement (TE) saliency leads to second-language learning and to determine whether different types of TE influence second-language learning. The study invited three advanced level college students as partic...

      This study aims to examine whether textual enhancement (TE) saliency leads to second-language learning and to determine whether different types of TE influence second-language learning. The study invited three advanced level college students as participants using material from the movie Before Sunset (Linklater, 2004). In this case study, Participant A used an underline format, Participant B used a story map, and Participant C used a color-code format. They each had four tests (showing a TE strategy, form recalling, content remembering, and language completion rate). The results showed that each participant successfully used their individual TE strategy. Since Participant A primarily focused on language, his second test results were good, but his scores declined two and four weeks later. Participant C primarily paid attention to content; she performed well in a test relevant to the content but was the worst in language tests. Participant B performed the best across all tests because she focused on both language and content. This study suggests that attention is necessary for second-language learning, but that attention should be paid to form and meaning simultaneously. When it combines form and meaning, TE will be effective in secondlanguage learning.

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      목차 (Table of Contents)

      • I. INTRODUCTION
      • II. LITERATURE REVIEW
      • III. METHOD
      • IV. RESULTS AND ANALYSIS
      • V. CONCLUSION
      • I. INTRODUCTION
      • II. LITERATURE REVIEW
      • III. METHOD
      • IV. RESULTS AND ANALYSIS
      • V. CONCLUSION
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