Term
2013
Capstone
Restricted Access Thesis
Degree Name
MAESL
Abstract
The guiding questions in this particular research project are Given the situation of college students learning a second language, are they helped to track meaning of aspect by text enhancement in conjunction with explicit instruction? Will the explicit instruction and ability to track the aspectual meanings in narratives help students make inferences while reading? The motivating factor for this capstone was combining textual enhancement with explicit instruction to aid in helping students notice aspect and make inferences. Aspect is a complex semantic domain so it proves difficult for students to learn. This study works to combine textual enhanced narratives by color (red and blue) and explicit instruction (modeling, guided practice and independent practice) to help ESL students make inferences while reading narratives. Aspectual retention in both short term and long term memory was tested. Results showed that after instruction, students were more likely to notice perfective aspect (Long Term Working Memory) and mention imperfective aspect (Long Term Memory.)
Recommended Citation
Kivimagi, Cadi, "Perfective and imperfect aspect acquisition in a narrative context in university ESL students using explicit instruction and textual enhancements" (2013). School of Education and Leadership Student Capstone Theses and Dissertations. 505.
https://digitalcommons.hamline.edu/hse_all/505