Research On Second Language Discrete Features Acquisition Based On Computer-Assisted Input Enhancement Technology

There are three main factors that affect children in elementary schools in China to acquire the features of second language(English): First,the major English teaching method adopted by the elementary schools in China can be categorized as implicit learning which is suitable for the cognitive development of elementary school children.However,this method can't make the children aware of the linguistic features,causing them cannot use the second language(L2)ultimately.Secondly,China is a typical country that suffers from poor environments for L2 acquisition.Thus,there are few chances offered for children to have access to second language outside the classroom.Generally,lack of sufficient L2 stimuli in poor L2 acquisition environments can't enable students to recognize and retain the second language in their memory which is unbeneficial to children's second language development.Finally,lower requirements for English education listed in the English Curriculum Standards for Compulsory Primary School Education make students cannot build independent systems for L2 development,causing them have no opportunity to build an independent second language development system.With the negative influence of the mother tongue,it is easy for elementary school students to form wrong patterns of L2 features in the sensitive period of language acquisition.If they are not corrected,the correction cost will increase in the later period.Therefore,it is necessary to take suitable methods to promote the acquisition of L2 features of children in elementary schools.Attention which is considered to be a necessary and sufficient condition for the conversion of L2 input into intake is a very important cognitive factor affecting L2 acquisition.Input enhancement,an implicit method which makes the target L2 features more salient through external manipulation to attract learners' attention and promote the acquisition of target L2 features,has aroused many researchers' interests.Until now,most previous studies focus on written input enhancement.With the deepening of research and the development of computer technology,computer-assisted input enhancement has been gradually developed.Compared with written input enhancement,Computer-assisted input enhancement offers more enhancement options,and can make enhancer more flexible and vivid,which can enhance the effect of input enhancement.In addition,there are great individual differences among children.Computer-assisted language learning(CALL)can promote feature acquisition and pattern correction for children by one-to-one.In summary,this study attempts to investigate whether computer-assisted multimodal input enhancement techniques can promote the acquisition of target L2 discrete features by young English as a second language(EFL).Declarative sentences and general question are selected as the target L2 features and enhanced by a combination of audio-visual modality.In vision,the target features are enhanced by animation,font color and color squares;In hearing,speaking speed is reduced.The final conclusion by independent sample T test and hierarchical clustering is as follows:(1)The effect of input enhancement on visual attention is influenced by the type of enhancement and the learners' prior knowledge level.Specifically,dynamic enhancement is more attractive than static enhancement.When the learner has a low level of prior knowledge of the target L2 knowledge,the visual input enhancement technology attracts more attention,but the guidance of speech to visual attention is weaker.(2)Computer-assisted input enhancement technology can promote the acquisition of target L2 discrete features but cannot guarantee it.Therein,the level of students' prior knowledge is an important factor that affects acquisition of target L2 discrete features.(3)Learners' overall L2 learning effect can be promoted after a long period of attention-based intervention training.This study also has some reference significance for the development and design of audio-visual learning resources in second language teaching.