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Direct linkYoojin Chung; Andrea Révész – Language Teaching Research, 2024
This study examined the extent to which textual enhancement incorporated into the post-task stage of task-based reading lessons can promote development in second language (L2) grammatical knowledge. The participants were 49 child language learners who participated in task-based reading lessons in their own classroom contexts. They were randomly…
Descriptors: Second Language Learning, Child Language, Morphemes, Prior Learning
