ABSTRACT
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.
