초록/요약

The present study aimed to investigate the effects of aural and textual input enhancements through movie clips on the learning of parallel structure rules. The participants included a total of 53 second year high school (grade 11) students. Three intact groups were formed among them, with two experimental groups and one control group, in which the experimental groups consisted of an aural input enhancement (AIE) group and a textual input enhancement (TIE) group. The AIE group was provided with aural enhancement applied in the audio of the movie scenes, the TIE group received input enhancements in the captions, and the control group watched the scenes with captions only. The study also employed a timed Grammaticality Judgment Test (GJT) and a delayed GJT in the pre- and post-test to specifically judge the participants’ implicit and explicit knowledge of the target grammar rule. The results revealed that the textual enhancement used in captions was beneficial in attaining implicit knowledge of the parallelism rule. Aural input enhancement, on the other hand, was not very eff ective with barely any change in the scores. Meanwhile, the results of the delayed GJT manifested no positive effects for all three groups, in which the scores of the AIE and control group decreased significantly. Hence, the results implied that the treatments were ineffective in promoting explicit knowledge gains of the target grammar, but textual enhancement was effective in developing implicit knowledge of the parallelism rule.