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    Rights statement: This is a pre-print of an article published in International Journal of Applied Linguistics, 25 (1), 2015. (c) Wiley.

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The impact of textual enhancement on EFL learners’ grammatical awareness

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>03/2015
<mark>Journal</mark>International Journal of Applied Linguistics
Issue number1
Volume25
Number of pages21
Pages (from-to)46-66
Publication StatusPublished
Early online date30/09/13
<mark>Original language</mark>English

Abstract

This experimental study explores the impact of textual enhancement on English language learners’ noticing of and grammatical awareness of expressing future plans and intentions. The study was conducted over five weeks with a pre-test, immediate post-test and delayed post-test research design with the participation of 97 tertiary level students in Bangladesh. The results reveal that exposure to textually enhanced input facilitates the development of metalinguistic knowledge of the ‘be going to’ construction, as well as the learners’ controlled use of the construction ‘will’ for expressing future plans and intentions. Input enhancement alone, however, was not effective in helping the participants to gain a full understanding of the complexities of form to function mappings with regard to targeted future meanings.

Bibliographic note

This is a pre-print of an article published in International Journal of Applied Linguistics, 25 (1), 2015. (c) Wiley.