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As the primary function of TE is to serve as a priming device for learners’ noticing of features in input, then what is noticed can be translated into acquisition (cf. Leow et al., 2003), the ultimate purpose of TE is to reach the final destination, acquisition. Therefore, I further designed a production test (fill-in-the-blanks) to measure the learners’ acquisition after treatment, focusing on whether they would completely transform the input TWs into their own acquisition after noticing. However, in previous studies, more externally induced noticing was not correlated with more learning, concluding that noticing may not lead to acquisition (Izumi, 2002), which questioned the efficacy of TE in acquisition. Considering those, Acquisition is the other central issue that my research has concentrated on.
At the outset of my research, I proposed the following research questions: first, do these TE formats, Bold, Italic and Underlined commonly used by L2 teachers have any positive impact on L2 learners’ noticing and acquisition? Second, does different format of TE (Bold/Italic/Underlined) have a differential impact on L2 learners’ noticing and acquisition between one and another? If it does, which format is optimal for using as an instrument in the future ESL teaching? In an attempt to answer those questions, I concentrated on observing and measuring TE effects at the level of noticing and acquisition, which are also the core part of my research design. The results and findings of my research would be analyzed using SPSS 19.0 and presented in the fourth chapter. I hope my findings could point some directions for the future research and be extrapolated from the research findings to practical teaching in the classroom.
2. Literature Review
2.1. Related Researches on TE Aboard
Since the proposal of input enhancement hypothesis, considerable (over 20) empirical studies of TE emerge in 15 years aboard. Yet there is no congruence in the findings of the efficacy of TE for ESL learning.
In some studies TE was highly effective in that it led to noticing as well as acquisition, Shook (1994) investigated the effect of TE (bold, enlarged letters) on Spanish learners’ intake of the present perfect and the relative pronouns que/quien. Results revealed that the TE groups performed significantly better than the control group on all tasks. Jourdenais et al. (1995) examined the effect of TE (bold, shadowed, underlined, enlarged letters, different font) on English-speaking learners’ noticing of the Spanish Preterit and imperfect verbs, and found that subjects exposed to TE significantly reported more episodes containing the targeted linguistic features than the subjects in the control group. “TE promotes noticing of target L2 form and has an effect on learners’ subsequent output” (Jourdenais et al., 1995, p. 208).