The Effects of Input Flooding vs. Visual Input Enhancement Techniques on EFL Learners’ Grammar Uptake

Yıl 2024, Cilt: 12 Sayı: 3, 1169 - 1195, 30.11.2024

Zafer Susoy , Elham Zarfsaz

https://doi.org/10.46778/goputeb.1445189

Öz

The current study assessed the effects of input flooding and visual input enhancement on grammar acquisition of Turkish EFL learners. Fifty-nine Tokat Gaziosmanpasa University students, ranging in age from eighteen to twenty-four, participated in the study. The participants were randomly divided into three cohorts: input flooding, visual input enhancement, and control group. Participants in each group were given reading passages with the same semantic content. However, the reading texts in the input flooding group consisted of increased salience of the targeted structures, while visually enhanced texts drew attention to the target structures through a range of visual input enhancement strategies, including bolding, italicizing, and underlining. Students in the control group only read the texts without any intervention and completed the accompanying exercises. The findings showed that the input flooding and visual input enhancement were statistically beneficial in boosting participants' grammar acquisition. Students in the control group did not significantly improve, in contrast to those in the input flooding and visual input enhancement groups. Furthermore, it was discovered that the visual enhancement group performed better than the input flood group.

Anahtar Kelimeler

Input Enhancement, Input, Input Flooding, Grammar Uptake

Girdi Taşkını ve Görsel Girdi Geliştirme Tekniklerinin Yabancı Dil Öğrenenlerin Dilbilgisi Edinimi Üzerine Etkileri

Öz

Bu çalışma, girdi taşkını ve görsel girdi geliştirme tekniklerinin Türk İngilizceyi Yabancı Dil olarak öğrenenlerin dil bilgisi edinimi üzerindeki etkilerini değerlendirdi. Çalışmaya Tokat Gaziosmanpaşa Üniversitesi’nde yaşları on sekiz ile yirmi dört arasında değişen elli dokuz öğrenci katıldı. Katılımcılar rastgele üç gruba ayrıldı: girdi taşkını, görsel girdi geliştirme ve kontrol grubu. Her gruba aynı anlamsal içeriğe sahip okuma pasajları verildi. Ancak girdi taşkını grubundaki okuma metinleri, hedef yapılarının vurgulanmış olduğu metinlerden oluşurken, görsel olarak geliştirilmiş metinler kalın yazma, italik yazma ve altını çizme gibi çeşitli görsel girdi geliştirme stratejileriyle hedef yapılara dikkat çekti. Kontrol grubundaki öğrenciler sadece metinleri okudu ve eşlik eden alıştırmaları tamamladı. Bulgular, girdi taşkını ve görsel girdi geliştirmenin katılımcıların dil bilgisi edinimini artırmada istatistiksel olarak faydalı olduğunu gösterdi. Kontrol grubundaki öğrenciler, girdi taşkını ve görsel girdi geliştirme gruplarına kıyasla anlamlı bir şekilde ilerleme kaydetmedi. Ayrıca, görsel geliştirme grubunun girdi taşkını grubundan daha iyi performans gösterdiği keşfedildi.

Anahtar Kelimeler

Girdi Geliştirme, Girdi, Girdi Taşkını, Dil Bilgisi Kazanımı

Destekleyen Kurum

Yok

Teşekkür

Yok

Kaynakça

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