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Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners

Chung, Y; Révész, A; (2021) Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners. Language Teaching Research 10.1177/13621688211005068. (In press). Green open access

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Abstract

This study examined the extent to which textual enhancement incorporated into the post-task stage of task-based reading lessons can promote development in second language (L2) grammatical knowledge. The participants were 49 child language learners who participated in task-based reading lessons in their own classroom contexts. They were randomly assigned to two groups, one being exposed to textual enhancement and the other not. The experiment adopted a multiple-exposure design involving six treatment sessions over three weeks. The target construction was the third person singular -s morpheme. Pretest-posttest development was assessed with a grammaticality judgement test. The results revealed a small but positive effect for textual enhancement. We attributed the relative success of textual enhancement to a combination of factors: use of a multiple-exposure design, the incorporation of textual enhancement into the post-task rather than the during-task stage, age of participants, and prior knowledge.

Type: Article
Title: Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners
Open access status: An open access version is available from UCL Discovery
DOI: 10.1177/13621688211005068
Publisher version: https://doi.org/10.1177%2F13621688211005068
Language: English
Additional information: © 2021 by SAGE Publications. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/).
Keywords: grammar learning, input enhancement, reading tasks, task-based language teaching, textual enhancement, third person singular -s, young learners
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10133627
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