SECOND LANGUAGE ACQUISITION: EXPLORING THE NOTICING HYPOTHESIS IN NOUN PHRASES THROUGH TEXTUAL ENHANCEMENT

Abstract

A noun phrase is necessary for correct sentence formation and crucial for effective communication. Textual enhancement falls within the category of input enhancement. Textual enhancement involves modifying text visually so that learners pay more attention towards form. The objective of this study is to investigate the role of bolding and italicizing in noun phrases learning among students of a second language. This study is constrained by the utilization of two methods of textual enhancement. Data was collected through convenience sampling. Thirty students were selected for testing textual enhancement in an experimental study.  Students were divided into three groups: bold-faced group, italicized group and unenhanced group. Each group has ten students. The bold-faced group was exposed to bold textual enhancement. The italicised group was exposed to italic textual enhancement and control group received traditional material without enhancement. Pre-test and Post-test design is used to assess the performance of students. The pre-test is used to check the knowledge of students before intervention whereas the post-test shows improvement in performance after an intervention. Data analysis includes calculating mean scores of pre-test and post-test and their variation. The pre-test mean score of the bold-faced group (n=10) is 5 and the post-test mean score is 8. Italicized group (n=10) pretest score is 5 and post-test mean score is 7. The unenhanced group (n=10) pre-test mean score was 5 and after post post-test mean score was 6. Results show that students in the bold group perform better than students in the italicized group. The significance of the study lies in designing instructional materials that maximize learners' noticing of specific language forms.