Textual Enhancement And The Language Acquisition Process

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A Number of studies investigate the use of textual enhancement to see whether it was effective to draw learner 's attention to target language features or not. The results were different. Many researchers reported that textual enhancement facilitates the language acquisition process (Doughty, 1991; Shook, 1994; Lee, 2007; Santis, 2008) but others found no positive effect of this technique (Izumi, 2002; Leow, Egi, Nuevo, & Tasi, 2003; Wong, 2003). Lee (2007) study was on Korean EFL students learning passive form in English. Two hundred and fifty-nine students were divided into four groups, the first group had enhanced and familiar text (a text which they previously read it), the second group had the same text but unenhanced one. The third group had enhanced but unfamiliar text the last group had unenhanced and unfamiliar text. After the treatment, the results showed that text enhancement facilitates the learning process and the first group outperformed (as cited in Park, Choi, & Lee, 2012).
Karbalaei, Pourzargham and Kazmi (2013) examined the effect of focus on form instruction on vocabulary and grammar learning of sixty-four learners by using visually enhanced reading the text. Results revealed that textual enhancement had a positive effect on two dependent variables on this study which they were grammar and vocabulary learning (as cited in Rahimi, Shabani, 2015).
Wong (2003) tried to found out the effectiveness of textual enhancement and simplified input on adult French
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