Typographical Enhancement as a Language Awareness Learning Technique
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2017-06-15
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en
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This study investigates the effect of typographical enhancement on L2 vocabulary acquisition. This study explores the following research questions: are typographically enhanced nouns, adjectives and verbs remembered better than nouns, adjectives and verbs that are not typographically enhanced? Is there a significant difference between these three lexical categories and is there a significant effect of gender on the outcomes of this study? A total of 47 participants participated in this study, who were all students in the second grade of Gymnasium, which is the highest educational level of secondary school in the Netherlands. The method used in this study is typographical enhancement, which means the manipulation of fonts. The participants were asked to read a text and had to mark the words on a list that they remembered reading in the text. This study is conducted by means of an ANOVA. The results show that typographical enhanced words are remembered better than normal words. It also shows that nouns are better remembered than adjectives and verbs, but that there is no significant difference between the adjectives and verbs remembered. The study also showed that the difference between the results of the participants on different lexical categories significantly differed depending on whether the words were typographically enhanced or not. Verbs is the lexical category that benefits the most from typographical enhancement. A preliminary test shows that gender cannot be taken into account and thus this study cannot say anything about the relation of gender and the words remembered. Future research can take into account gender by increasing the sample size (N). Although this study shows significant outcomes of the effect of typographical enhancement on L2 vocabulary acquisition, future research in this field is recommended.
Keywords: language awareness, typographical enhancement, L2 vocabulary acquisition, language learning, recognition, noticing, attention.
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