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sertions are helpful for offering insights into language abilityacquisition, which is only through empirical research. There is evidence that at abroad, anumber of researches are validated. At the same time, a large amount of enhancement instudents’ noticing of the targeted language forms.

Dougty (1991) studied exposure of twenty adult learners (NPAH) (Keenan & Comics1997) to three conditions in which they read three versions of the text in order to performbrowsing and scanning activities and to answer relevant questions. The control group (COP)simply read the text containing the opposition clauses, while the meaning-oriented group (MOG) received lexical and semantic rewriting of the opposition clauses, which werehighlighted and capitalized to make aspects of the structure visually salient; Rule-orientedgroups (ROGs) read the material and receive additional instructions as rule statements thatappear below the AB animated version of the sentence, which also makes the structuralassociations of the rules visually salient to learners. The results show that themeaning-oriented group performs better than The other two groups were tested for migrationunderstanding. Both periodic and accident-oriented groups performed better on thepost-fulfillment competency measures than the control group. In other words,meaning-oriented groups, the meaning of which processed sentences shows a betterunderstanding than the other groups, and obtains a gain from the groups with oriented rules inimplementing knowledge. The result of this study suggests that the input enhancement ismore efficient than the rule interpretation.

Chapter 3 Research Methodology................................... 17

3.1 Research Questions..................................17

3.2 Research subjects.................................. 17

3.3 Research Methods...............................17

Chapter 4 Results and Discussion..........................23

4.1 Results of the Study....................... 23

4.1.1 Results of Questionnaires....................................23

4.1.2 Results of Interviews............................23

Chapter 5 Conclusions............................28

5.1 Major Findings............................28

5.2 Pedagogical Implications...................................... 29

5.3 Limitations and Suggestions for the Future Study...........................32

Chapter 4 Results and Discussion

4.1 Results of the Study

4.1.1 Results of Questionnaires

We have mentioned in the third chapters, the research is designed with five types of inputenhancement, We can see the answers and attitude to input enhancement of the questionnaireon the following on the Table 4-1

From Table 4-1, we see the attitude towards input enhancement, the students who likethis approach are more than the dislike ones. Whether using which kind of input enhancement,the learners who read form acquisition in a reading task with high participation load is alwayshigher than reading form acquisition in the reading task without any enhancement.

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