The Effects of Form Focused Instruction and Captioning on Second Language Development

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.PHDPsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttps://deepblue.lib.umich.edu/bitstream/2027.42/149788/1/mcintron_1.pd

From Input to Intake: Researching Learner Cognition

The distinction between input, what the teachers say to their learners, and intake, what the learners hear, has been recognised in research into second language acquisition at least since Corder (1967). The distinction is important because language development does not result from the input to which learners are exposed but what the learners take in. If a teacher in a class focussing on the past simple says “Harry and Megan cooked a curry last weekend,” the input that the learners are exposed to is “Harry and Megan cooked a curry last weekend.” However, if a learner hears “Harry and Megan cook a curry last weekend” then this sentence, in all its non-standard grammaticality, is the intake and this episode is unlikely to contribute to the learner’s command of the past tense. If, for example, researchers were interested in identifying the number of instances of the past tense needed for learners to acquire this tense, research that counted the number of times the teacher used the past tense will only help us to understand the acquisition process if there is a systematic relationship between what the teacher says, the input, and what the learner hears, the intake. However, the conceptual distinction between input and intake in second language acquisition (SLA) has been poorly operationalized and much research treats input as a straightforward proxy for intake. This article explores the relationship between input and intake in order to identify strategies for researching language development that are based on a more solid understanding of the connections between input and intake