A self-paced-reading study on the effects of structured input and textual enhancement on the acquisition of the Italian subjunctive of doubt

Authors

  • Gaia Chiuchiù University of Portsmouth
  • Alessandro Benati The University of Hong Kong

DOI:

https://doi.org/10.1558/isla.40659

Keywords:

structured input, textual enhancement, Italian subjunctive of doubt, self-paced reading

Abstract

The present study investigates the effects of structured input and textual enhancement on the acquisition of the Italian subjunctive of doubt using a self-paced reading test. The main questions of this study are: (1) Would L2 learners exposed to structured input and textual enhancement demonstrate sensitivity to violations of the Italian subjunctive of doubt as measured by a self-paced reading test? (2) Would L2 learners exposed to structured input and textual enhancement demonstrate the ability to comprehend sentences containing the subjunctive of doubt? Eighteen Chinese (L1) subjects learning Italian in a private school were randomly assigned to two instructional groups: structured input (n = 9); and textual enhancement (n = 9). Neither instructional treatments included explicit information. The main results from the self-paced reading task indicated that only the structured input group showed higher sensitivity to violations, and this group improved from pre-test to post-test in the ability to comprehend sentences containing the target feature under investigation.

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Author Biography

Alessandro Benati, The University of Hong Kong

Alessandro Benati is Director of CAES at The University of Hong Kong (HKU). He is known for his work in second language acquisition and second language teaching. He has published ground-breaking research on the pedagogical framework called processing instruction. He is a member of the REF Panel 2021 and Honorary Professor at the University of York SJ.

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Published

2020-10-16

How to Cite

Chiuchiù, G., & Benati, A. (2020). A self-paced-reading study on the effects of structured input and textual enhancement on the acquisition of the Italian subjunctive of doubt. Instructed Second Language Acquisition, 4(2), 235–257. https://doi.org/10.1558/isla.40659

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