Focus on Grammar through Textual Enhancement

In the previous chapter, we examined processing instruction as an inputbased approach to teaching grammar. The approach was concerned with raising learners’ attention to grammatical forms through structured input activities whose aim was to alter learners’ inappropriate processing strategies during...

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Veröffentlicht in:Teaching Grammar in Second Language Classrooms S. 46 - 58
Hauptverfasser: Nassaji, Hossein, Fotos, Sandra S.
Format: Buchkapitel
Sprache:Englisch
Veröffentlicht: Routledge 2011
Schlagworte:
L2 Learning
Enhancement Group
SLA Process
Typographic Devices
Target Grammar Structure
Acoustic Devices
Oral Input
Teaching Grammar
Textual Enhancement
Target Structure
Consonant Gradation
SLA Literature
OK
Explicit Grammar Instruction
Violated
Simple Enhancement
English Plural Markers
Structured Input Activities
Learner’s Error
Grammatical Forms
Target Form
Communicative Language Classrooms
Native Speaker Grammar
Enhancement Technique
SLA Researcher
ISBN:9780415802055, 0415802040, 0415802059, 9780415802048
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Zusammenfassung:In the previous chapter, we examined processing instruction as an inputbased approach to teaching grammar. The approach was concerned with raising learners’ attention to grammatical forms through structured input activities whose aim was to alter learners’ inappropriate processing strategies during comprehension. In this chapter, we will consider another input-based approach, namely, textual enhancement. The aim of this approach is to raise learners’ attention to linguistic forms by rendering input perceptually more salient. Textual enhancement aims to achieve this by highlighting certain aspects of input by means of various typographic devices, such as bolding, underlining, and italicizing in written input, or acoustic devices such as added stress or repetition in oral input. The assumption is that such visual or phonological modifications of input make grammatical forms more noticeable and subsequently learnable.
ISBN:9780415802055
0415802040
0415802059
9780415802048
DOI:10.4324/9780203850961-8