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ERIC Number: EJ720228
Record Type: Journal
Publication Date: 2004-Dec
Pages: 34
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0008-4506
EISSN: N/A
Available Date: N/A
A Comparison of Output Interventions and Un-Enhanced Reading Conditions on Vocabulary Acquisition and Text Comprehension
Rott, Susanne
Canadian Modern Language Review, v61 n2 p169-202 Dec 2004
This investigation assessed whether L2 readers' sensitivity towards a new lexical form is heightened if they are repeatedly pushed to produce output and are immediately provided with relevant input in input-output cycles. In addition, the study sought to assess how these interventions influence text comprehension. Fourth-semester learners read three texts, with four target words each, under the following conditions: (a) cued-output task, (b) self-selected output task, and (c) un-enhanced (control) reading. Results showed that four input-output cycles did not contribute to retain more or more robust form-meaning connections (FMCs) than the normal reading condition. In all three conditions, FMCs varied in strength and completeness, requiring different cues for retrieval. The two input-output tasks affected text comprehension differently. The self-selected output task resulted in text comprehension similar to the un-enhanced reading; the cued-output task seemed to interfere with text comprehension.
University of Toronto Press, 5201 Dufferin Street, North York, Ontario, M3H 5T8, Canada. Tel: 416-667-7838; Fax: 416-667-7881; e-mail: acorrigan@utpress.utoronto.ca.
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A