The experimental study reported in this talk explores the impact of textual enhancement on English language learners’ noticing of and grammatical development in 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 hundred tertiary level students in Bangladesh.
The experimental groups were provided with multiple exposure to enhanced and non-enhanced versions of the same reading texts. One multiple choice comprehension task, a noticing question, two grammar tasks and a metalinguistic awareness task were used to elicit data. The results reveal that multiple exposure to textually enhanced input facilitates the noticing and the development of metalinguistic knowledge of the ‘be going to’ construction, as well as the learners’ ability to use the construction ‘will’ for expressing future plans and intentions.
Input enhancement alone, however, was not effective in helping the participants to fully understand form to function mappings with regard to targeted future meanings, and in the long run input flood was found to have a similar effect as textual enhancement. The results indicate that noticing has a differential effect on the development of the targeted constructions. The talk discusses implications of the findings in terms of theories of noticing and attention, research methodology and language teaching pedagogy.
About the English Language Research seminars
The ELR seminars are a long-running weekly research seminar series within the Department of English, English Language and Applied Linguistics Division. The seminars are aimed primarily at staff, postgraduate students, and academic visitors in the department, but everyone with an interest in language research is welcome! Seminars are usually held on Tuesdays during term time, starting at 4:15 and finishing around 5:30.