대한언어학회 전자저널

Cho, Young Ah & Ma, Jee Hyun. (2016). The Effects of Input Enhancement on Reading Comprehension and Vocabulary Learning in L2 Instruction. The Linguistic Association of Korea Journal, 24(3), 17-35. The present study explored the effects of different types of input enhancement on L2 reading comprehension and vocabulary retention, mainly focusing on Korean college students. One-hundred forty students were randomly assigned to visual input enhancement, lexical elaboration, visual input enhancement plus lexical elaboration, or the control group. For the study, a background questionnaire, a vocabulary size test, pre- and post-vocabulary tests, and pre- and post-reading comprehension tests were administered. The outcomes of the study revealed that both lexical elaboration and a combination of visual input enhancement and lexical elaboration groups were significantly influential than control group in fostering vocabulary progression, as well as reading comprehension. The findings also showed that there were no significant differences between visual input enhancement and lexical elaboration groups as to reading comprehension and vocabulary learning. Pedagogical implications are addressed in terms of how educators can apply these results to L2 instruction.

# input enhancement # visual input enhancement # lexical elaboration # L2 instruction

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