Much research exists on the role of textual enhancement in instructed second language (L2) development, yet little is known about how its effectiveness is influenced by multiple exposures, whether it can facilitate the acquisition of L2 derivational morphology, and how it may affect child language learning. To fill these gaps, this study employed a six-week multiple-exposure design to investigate the extent which to textual enhancement can benefit children’s knowledge of L2 derivational morphemes. The study employed a pretest-posttest design, with six treatment sessions. Participants were 91 L2 learners of English in two primary school EFL contexts (Romania, Sweden). In each context, participants were randomly assigned to two groups: the +highlight group received textually enhanced texts, whereas the –highlight group read unenhanced texts during the treatment. The children read the texts through a digital reader application during their English lessons. The target constructions were the –ion and –ment morphemes. The pretest and posttest included a non-word derivational suffix choice and a nonword derivational suffix decomposition task. Results of linear mixed effects models found a small advantage of textual enhancement for the acquisition of the –ion morpheme by Swedish learners on the suffix choice task, but Romanian learners showed no benefits from highlighting.

中文翻译：

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多重曝光文本增强对儿童二语学习者在派生形态学发展的影响：多站点研究

关于文本增强在指导第二语言 (L2) 发展中的作用存在大量研究，但对其有效性如何受到多次接触的影响、它是否可以促进 L2 派生形态的获得以及它如何影响儿童语言知之甚少学习。为了填补这些空白，本研究采用了为期六周的多次曝光设计来调查文本增强在多大程度上有益于儿童对 L2 派生语素的了解。该研究采用了前后测设计，有六个疗程。参与者是在两个小学 EFL 环境中（罗马尼亚、瑞典）的 91 名 L2 英语学习者。在每个上下文中，参与者被随机分配到两组：+highlight 组接收文本增强文本，而 –highlight 组在治疗期间阅读未增强的文本。孩子们在英语课程中通过数字阅读器应用程序阅读文本。目标建筑是——ion和 – ment语素。前测和后测包括非词派生后缀选择和非词派生后缀分解任务。线性混合效应模型的结果发现，瑞典学习者在后缀选择任务中获得 -离子语素的文本增强有一个小优势，但罗马尼亚学习者没有表现出突出显示的好处。