The effects of proficiency and textual enhancement technique on noticing

System ◽  
2021 ◽  
Vol 96 ◽  
pp. 102407
Author(s):  
Bradford J. Lee
Keyword(s):  
Enhancement Technique ◽  
Textual Enhancement

Speed Enhancement Technique for Pulsed Laser Rangefinders Based on Lagrange's Theorem Using an Undersampling Method

2011 ◽  
Vol E94-A (8) ◽  
pp. 1738-1746
Author(s):  
Masahiro OHISHI ◽  
Fumio OHTOMO ◽  
Masaaki YABE ◽  
Mitsuru KANOKOGI ◽  
Takaaki SAITO ◽  
...  
Keyword(s):  
Pulsed Laser ◽  
Enhancement Technique ◽  
Lagrange's Theorem

A Sampling Speed Enhancement Technique for Near-Threshold SAR ADCs

2021 ◽  
Author(s):  
Bojun Hu ◽  
Sanfeng Zhang ◽  
Xiong Zhou ◽  
Xiangxin Pan ◽  
Zhaoming Ding ◽  
...  
Keyword(s):  
Enhancement Technique ◽  
Near Threshold

Promoting learning and unlearning through textual enhancement in a closely related L1-L2 relationship

2019 ◽  
Vol 7 (1) ◽  
pp. 1-30
Author(s):  
Paolo Della Putta
Keyword(s):  
Judgment Task ◽  
Experimental Conditions ◽  
Spanish Speaking ◽  
Instructional Treatment ◽  
Group A ◽  
Similarities And Differences ◽  
Textual Enhancement ◽  
Group B ◽  
Syntactic Properties ◽  
Grammatical Judgment

AbstractThis study investigates the differential effects of Textual Enhancement (TE) on the learning and unlearning of two syntactic properties of Spanish – the absence of the Pre-possessive Determiner Article (PPDA) and the presence of the Prepositional Accusative (PA) – which each pose specific acquisitional difficulties for Italian-speaking learners of Spanish (ISS) due to their asymmetrical relationships with corresponding L1 structures. 77 ISS were divided in two experimental groups: group A read 5 texts with TE on PA – the feature to be learned – and group B read the same 5 texts with TE on PPDA – the feature to be unlearned. The participants took a timed grammatical judgment task three times (before, five days after, and two months after the instructional treatment). The results are compared with those of Della Putta (2016), a symmetrical study to this, in which the same teaching intervention and experimental conditions were adopted with Spanish-speaking learners of Italian, whose task was to unlearn PA and to learn PPDA. The bidirectional comparison shows a similar, weak effect of TE, although in the present study, unlike in Della Putta (2016), unlearning did not seem to be more difficult than learning. These similarities and differences are discussed and theoretically motivated.

Sign in / Sign up

Export Citation Format

Share Document