| Summary: | 碩士 === 國立暨南國際大學 === 華語文教學碩士學位學程 === 103 === The current study employed a pretest-posttest-delayed posttest design to investigate the effect of visual input enhancement on the learning of two Chinese homophonous structural particles 的 and 得. The study involved 59 participants (19 male, 40 female; aged between 17 and 47) who were learning Chinese as a second language. The students were divided into three groups—an enhanced input group (N= 21), an unenhanced input group (N = 21), and a comparison group (N = 17). Ten target-feature-embedded written texts were created and used for 10 treatment sessions spread through 10 days. The enhanced and unenhanced input groups received the same texts, with one exception. The target features of the texts given to the enhanced input group were supplemented via the combined use of enlarging, boldfacing, circling and underlining. The comparison group did not receive treatment. Two tests were used as the pretest, posttest, and delayed posttest to assess the learners’ knowledge of the target features. A mixed-design repeated-measure ANOVA was performed to explore the effects of the treatment. Results showed that both enhanced and unenhanced input facilitated learning of the target features. However, the enhanced group outperformed the unenhanced group. In terms of the effects of input treatment on the learning of the two homophonous Chinese structural particles, enhanced input facilitated learning of 得, but not 的. Unenhanced input did not have a differential impact on the learning of the two target features.
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