Exploring the learning potential of multimodal input-based tasks : the effects of captioning, textual enhancement and working memory on grammatical development
In the field of second language acquisition (SLA), there is a general consensus that attention is necessary for second language (L2) development. Therefore, SLA researchers have shown considerable interest in exploring ways to draw learners' attention to L2 constructions. Of various attention-getting techniques, textual enhancement has attracted much interest from researchers, given its presumed capacity to direct attention to the target linguistic constructions implicitly during meaning-based written comprehension activities. So far, however, few studies have examined the pedagogical potential of textual enhancement when it is included in captions, that is, in the context of multimodal activities combining aural, textual and visual input. This study aims to fill this gap by assessing the potential of typographically enhanced captions to draw learnersâ attention to L2 constructions and assist in L2 grammatical development. The study also explored whether these relationships were influenced by individual differences in the phonological short-term memory, visuospatial short-term memory and executive control functions of working memory. The present thesis reports on two empirical studies. Study 1 examined the
Lee, M.
Exploring the learning potential of multimodal input-based tasks : the effects of captioning, textual enhancement and working memory on grammatical development. In the field of second language acquisition (SLA), there is a general consensus that attention is necessary for second language (L2) development. Therefore, SLA researchers have shown considerable interest in exploring ways to draw learners' attention to L2 constructions. Of various attention-getting techniques, textual enhancement has attracted much interest from researchers, given its presumed capacity to direct attention to the target linguistic constructions implicitly during meaning-based written comprehension activities. So far, however, few studies have examined the pedagogical potential of textual enhancement when it is included in captions, that is, in the context of multimodal activities combining aural, textual and visual input. This study aims to fill this gap by assessing the potential of typographically enhanced captions to draw learnersâ attention to L2 constructions and assist in L2 grammatical development. The study also explored whether these relationships were influenced by individual differences in the phonological short-term memory, visuospatial short-term memory and executive control functions of working memory. The present thesis reports on two empirical studies. Study 1 examined the
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