Textual Input Enhancement—On the Performance of Indirect Wh-questions in EFL Classroom

By Hsiao-hui Hsu.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This research investigated the effects of textual input enhancement on the performance of indirect wh-questions. A total of 140 first-year non-English major Taiwanese students at college level were divided into a control group and two enhancement groups. Participants in the enhancement groups received a sample text with all indirect wh-questions highlighted via bolding and underlining; participants in the control group received the same text with no typographical modification. Analysis of the data revealed that enhancement participants made fewer errors in terms of subject identification and indirect wh-question formation. The results indicated that textual enhancement may lead to better foreign language production of the target forms.

Keywords: Indirect Wh-questions, Input Inhancement

The International Journal of Learning, Volume 14, Issue 2, pp.73-80. Article: Print (Spiral Bound). Article: Electronic (PDF File; 558.791KB).

Hsiao-hui Hsu

Lecturer, Department of Applied Foreign Languages, Lunghwa University of Science and Technology, Taoyuan County, Taiwan

I am teaching at the Department of Applied Foreign Languages at Lunghwa University of Science and Technology as a full-time lecturer and am currently studying at the Ph.D. Program in TESOL at Tamkang University. I hold an M.A. in Community Psychology from the Pennsylvania State University and an M.A. in Linguistics from Syracuse University. My research interest is in EFL acquisition and use of English verbals.

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