The effects of visual input enhancement and input flood on the acquisition of the english passive form

Abstract EN

This study was set up to investigate the potentially facilitative effects of using visually/textually enhanced materials and input flood techniques on the acquisition of the English passive form.

Sixty students majoring in Economics at Larbi Ben M’hidi University, O.E.B were randomly assigned to three groups: a control group, experimental group 1 and experimental group 2.

The research questions formulated to investigate the effects of the two input enhancement techniques are as follows: Can providing learners with visually enhanced materials facilitate the noticing and subsequently the acquisition of the English passive form? Can providing learners with sufficient input facilitate the noticing and subsequently the acquisition of the English passive form? In an attempt to answer the previous research questions two hypotheses were formulated: Hypothesis A: Learners receiving input flood will outperform learners of the control group Hypothesis B: Learners receiving visual input enhancement will outperform learners of the control group.

While participants of experimental group1 performed significantly better in both post-tests, no such improvement was recorded in the performances of the participants of experimental group2