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The Effects of Textually Enhanced Captions on Written Elicited Imitation in L2 Grammar
dc.contributor.authorGarcía-Amaya, Lorenzo
dc.contributor.authorCintrón-Valentín, Myrna C.
dc.date.accessioned2022-02-07T20:24:01Z
dc.date.available2023-01-07 15:24:00en
dc.date.available2022-02-07T20:24:01Z
dc.date.issued2021-12
dc.identifier.citationGarcía-Amaya, Lorenzo ; Cintrón-Valentín, Myrna C. (2021). "The Effects of Textually Enhanced Captions on Written Elicited Imitation in L2 Grammar." The Modern Language Journal 105(4): 919-935.
dc.identifier.issn0026-7902
dc.identifier.issn1540-4781
dc.identifier.urihttps://hdl.handle.net/2027.42/171569
dc.description.abstractAs second language (L2) research adapts to the dynamics of multimodal instruction, researchers are exploring the role of captioning and textual enhancement (TE) on learner development. The present experiment assesses the differential effects of textually enhanced captions on learners- elicited imitation of L2 Spanish grammar. Twenty- eight English- speaking intermediate L2 Spanish learners saw 3 videos that focused on gustar- type verbs, the preterite- imperfect contrast, or the subjunctive. Each video included 3 conditions: sentences without captions (NC); sentences with target verbs highlighted entirely (TE1); or sentences with highlighting on inflectional morphemes (TE2). Using a novel written elicited imitation task, we uncovered consistent positive effects of both TE conditions compared to NC, with an added advantage of TE2 for the subjunctive. The findings demonstrate that (a) TE with captions contributes to increased L2 accuracy, (b) the elicited imitation of some grammatical structures is more conducive to enhancement than others, and (c) there is space for future investigation into the factors that mediate the effectiveness of multimodal interventions.
dc.publisherWiley Periodicals, Inc.
dc.publisherGeorgetown University Press
dc.subject.othertextual enhancement
dc.subject.othercaptioning
dc.subject.otherwritten elicited imitation
dc.subject.othersalience
dc.subject.othernoticing
dc.subject.othergrammar acquisition
dc.subject.otherSpanish
dc.titleThe Effects of Textually Enhanced Captions on Written Elicited Imitation in L2 Grammar
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelLinguistics
dc.subject.hlbtoplevelHumanities
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/171569/1/modl12740_am.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/171569/2/modl12740.pdf
dc.identifier.doi10.1111/modl.12740
dc.identifier.sourceThe Modern Language Journal
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dc.working.doiNOen
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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