Effet de la mise en evidence textuelle sur l'acquisition de differentes marques du pluriel en anglais langue seconde.

摘要

This study was set out to investigate the effects of textual enhancement, and more specifically the effects of the choice and number of typographical cues on the acquisition of plural markers in ESL. Data were collected from 188 grade seven native French speaking students registered in a regular English as a second language course. Subjects completed closure tests with a choice of answers at three different periods of measurement (a pretest, an immediate posttest and a delayed posttest). The results of the analysis showed that subjects in the textual enhancement group obtained higher scores than subjects in the control group at the immediate posttest. The results also showed that the choice and the number of typographical cues had an effect on the scores obtained by the subjects.