ABSTRACT
The term “input enhancement” refers to external pedagogical manipulation of the L2 input to make specific features in the input more salient in order to attract learners’ attention—including textual enhancement, in which target features are bolded, highlighted, etc. Interestingly, while the premise of textual enhancement lies minimally in learner attention, only a subset of studies has methodologically operationalized the construct of attention or noticing in their research designs and measured them concurrently. This chapter provides an up-to-date critical overview of the role of textual enhancement in the instructed SLA (ISLA) literature and, more specifically, textual enhancement studies that have employed concurrent data-elicitation procedures (think-alouds and eye-tracking). Suggestions for future research and potential pedagogical implications are also provided.
