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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

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The impact of textual enhancement on EFL learners’ grammatical awareness. / Jahan, Akhter; Kormos, Judit.

In: International Journal of Applied Linguistics, Vol. 25, No. 1, 03.2015, p. 46-66.

Research output: Contribution to journalJournal article

Harvard

Jahan, A & Kormos, J 2015, 'The impact of textual enhancement on EFL learners’ grammatical awareness', International Journal of Applied Linguistics, vol. 25, no. 1, pp. 46-66. https://doi.org/10.1111/ijal.12049

APA

Vancouver

Jahan A, Kormos J. The impact of textual enhancement on EFL learners’ grammatical awareness. International Journal of Applied Linguistics. 2015 Mar;25(1):46-66. https://doi.org/10.1111/ijal.12049

Author

Jahan, Akhter ; Kormos, Judit. / The impact of textual enhancement on EFL learners’ grammatical awareness. In: International Journal of Applied Linguistics. 2015 ; Vol. 25, No. 1. pp. 46-66.

Bibtex

@article{bf426805889c48858e193f9c3f276ef3,
title = "The impact of textual enhancement on EFL learners{\textquoteright} grammatical awareness",
abstract = "This experimental study explores the impact of textual enhancement on English language learners{\textquoteright} 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 {\textquoteleft}be going to{\textquoteright} construction, as well as the learners{\textquoteright} controlled use of the construction {\textquoteleft}will{\textquoteright} 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. ",
keywords = "Second/foreign language acquisition, child language acquisition, second language acquisition, foreign language teaching methodology/teacher education",
author = "Akhter Jahan and Judit Kormos",
note = "This is a pre-print of an article published in International Journal of Applied Linguistics, 25 (1), 2015. (c) Wiley.",
year = "2015",
month = mar,
doi = "10.1111/ijal.12049",
language = "English",
volume = "25",
pages = "46--66",
journal = "International Journal of Applied Linguistics",
issn = "0802-6106",
publisher = "Wiley-Blackwell",
number = "1",

}

RIS

TY - JOUR

T1 - The impact of textual enhancement on EFL learners’ grammatical awareness

AU - Jahan, Akhter

AU - Kormos, Judit

N1 - This is a pre-print of an article published in International Journal of Applied Linguistics, 25 (1), 2015. (c) Wiley.

PY - 2015/3

Y1 - 2015/3

N2 - 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.

AB - 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.

KW - Second/foreign language acquisition

KW - child language acquisition

KW - second language acquisition

KW - foreign language teaching methodology/teacher education

U2 - 10.1111/ijal.12049

DO - 10.1111/ijal.12049

M3 - Journal article

VL - 25

SP - 46

EP - 66

JO - International Journal of Applied Linguistics

JF - International Journal of Applied Linguistics

SN - 0802-6106

IS - 1

ER -