Abstract
A substantial body of
research has investigated the relationship between textual enhancement and L2 grammar
acquisition, yet the findings remain inconclusive. This review seeks to assess
whether textual enhancement can effectively facilitate grammar learning among
L2 learners. Additionally, it explores potential moderating factors, such as
topic familiarity, the characteristics of the target linguistic structures, and
the specific type of textual enhancement used in the acquisition process. The
review ultimately highlights the difficulties in confirming a consistent
positive effect of textual enhancement on grammar learning and underscores the
need for more thorough empirical research, as well as an in-depth examination
of current findings, to improve the incorporation of grammar instruction into
meaning-centered teaching approaches.
