This document discusses using textual enhancement to improve grammar learning. Textual enhancement involves manipulating text, such as underlining, bolding, or italics, to make grammatical forms more noticeable. The goal is to draw learners' attention to linguistic patterns without explicit instruction. The document provides background on the difference between input (what learners are exposed to) and intake (what is processed in the mind). It also discusses theories that noticing and understanding grammatical rules is important for second language acquisition. Textual enhancement is presented as an implicit, external method of input enhancement aimed at helping learners notice grammatical patterns in context.

1. FOCUS ON GRAMMAR
THROUGH
TEXTUAL
ENHANCEMENT
Group 1
Esthor, Galleon, Roxas, San Jose, Tantiangco & Tare

2. Textual Enhancement
 The aim of this approach is to raise learners’
attention to linguistic forms by rendering input
perceptually more salient.
 HOW?
 Underlining
 Bolding
 Italicizing
 Added stress
 Repetition

3. INPUT AND INTAKE
THEORETICAL
BACKGROUND

4. INPUT AND INTAKE
 Input defined as the sample of the target
language that learners are exposed to.
 Intake defined as what is registered in the
learner’s mind.
HOWEVER…

5. INPUT » INTAKE
The fact that the learner is exposed to input
does not necessarily guarantee that the input will
become intake.
 Thus, the central question in theories of L2
acquisition has been how input turns into
intake and how it will eventually lead to the
development of L2 competence.

6. Noticing is a process that involves simple mental registration of
an event.
Understanding, however, involves a deeper level of awareness,
and pertains to processes such as recognition of general rules
and principles
In answering these questions, many SLA researchers have
examined the role of attentional processes in SLA and have
found that intake does not take place until learners recognize
what is in the input. (Schmidt, 1990, 1993;Tomlin & Villa, 1994).
 Schmidt (1990): Noticing
 Tomlin&Villa (1994):
 Alertness
 Orientation
 Detection
 Schimdt (2001): Noticing vs
Understanding
Role of Attentional
Processes

7. Input Enhancement

8. INPUT ENHANCEMENT
 Input Enhancement
Input enhancement is the process by
which input is made more noticeable to the
learner.
 Types of Input Enhancement
Explicitness and Elaboration
Explicitness concerns the degree of directness
in how attention is drawn to form. Elaboration
has to do with the duration or intensity with
which enhancement procedures take place.

9. Input Enhancement
 Internal enhancement occurs when the learner
notices the form himself or herself through the
outcome of internal cognitive processes or
learning strategies.
 External enhancement occurs when the form is
noticed through external agents, such as the
teacher or external operations carried out on the
input.

10. As an Input Enhancement technique in
teaching grammar.
Textual Enhancement

11. Textual enhancement
 Textual enhancement is an external form of
input enhancement, by which learners’ attention
is drawn to linguistic forms through physically
manipulating certain aspects of the text to make
them easily noticed.

12. Characteristics of Textual
Enhancement
 Positive form of input enhancement.
 Implicit from of input enhancement.
 Textual enhancement attempts to make forms
salient in the input
 However, textual enhancement does not involve
any explicit instruction.
 “meaning and use must already be evident to
the learner at the time that attention is drawn to
the linguistic apparatus needed to get the
meaning across” (Doughty and Williams, 1998,