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

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