Rights statement: This is a pre-print of an article published in International Journal of Applied Linguistics, 25 (1), 2015. (c) Wiley.
Submitted manuscript, 243 KB, PDF document
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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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 -