Comparing the effects of structured input and textual enhancement in the acquisition of Italian subjunctive of doubt forms: An online analysis of accuracy time response and processing of two type of instructional interventions

Abstract

The present study is an investigation into relative effects of structured input (the core component of processing instruction) and textual enhancement on the acquisition of Italian subjunctive of doubt forms. A pre/post-test procedure was adopted in this study using self-paced reading to measure changes in processing behaviors. Participants were Chinese L1 enrolled in an Italian language training program in Italy. Self-paced reading tests consisted of forty sentences and thirty comprehension questions. Instruction took place across two consecutive days. During the treatment period participants didn’t receive any feedback on their performance and the target feature. No explicit information about the target feature was provided. The on-line measurements analysis provide important insights on the individual and instructional groups processing behaviors.