Input enhancement on incidental acquisition and retention of L2 vocabulary through reading the case of Tanzania learners of English
| dc.contributor.author | Cyprian, Kilangi | |
| dc.date.accessioned | 2020-03-26T06:26:32Z | |
| dc.date.available | 2020-03-26T06:26:32Z | |
| dc.date.issued | 2012 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF P118.K54 | en_US |
| dc.description.abstract | This study investigates the efficacy of input enhancement on second language acquisition. Particularly, the study attempts to investigate the effects of visual input enhancement on incidental acquisition and retention of second language vocabulary. To attain these objectives, two research questions were formulated; (1) To what extent does visual input enhancement facilitate the acquisition of L2 incidental vocabulary through reading and (2) To what extent does visual input enhancement facilitate the retention of the incidental acquired words. It was hoped that the findings of the study might shed light on the methods that can be effective in teaching second language vocabulary. A total number of 29 second year students in B. A. Language Studies programme at the University of Dar es Salaam participated in this study. The participants were randomly drawn into two groups in which one group, during the experiment, was provided with reading text in which target vocabulary were highlighted and bolded while the other was provided with the same reading text but which was not treated in any way. The data of the study were obtained through vocabulary test administered before and after reading the text and one week after reading the text. One Way Analysis of Variance tests (ANOVA) were run on Participants' scores to determine vocabulary gain and retention. The findings show that participants who read input enhanced reading text acquired more vocabulary than did the group that read the text which was not enhanced while in vocabulary retention; there were no significant difference between the groups. It was concluded that incidental vocabulary acquisition through reading can be boosted through input enhancement. | en_US |
| dc.identifier.citation | Kilangi. C (2012) Input enhancement on incidental acquisition and retention of L2 vocabulary through reading the case of Tanzania learners of English,Master dissertation, University of Dar es Salaam, Dar es salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/8159 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam, | en_US |
| dc.subject | Learners | en_US |
| dc.subject | Tanzania, | en_US |
| dc.subject | Vocabulary | en_US |
| dc.subject | Language acquisition | en_US |
| dc.subject | English language | en_US |
| dc.title | Input enhancement on incidental acquisition and retention of L2 vocabulary through reading the case of Tanzania learners of English | en_US |
| dc.type | Thesis | en_US |