Textual modification techniques such as input enhancement and glossing have been widely researched in terms of their pedagogical capacity to facilitate second language (L2) learning from reading. It is generally accepted that they can trigger L2 readers’ attention to target constructions during reading although it remains open to debate whether this attentional impact extends to learning of those constructions. Manipulation of reading tasks, on the other hand, has received very little attention in connection with L2 learning, even though learners are often required to perform various reading tasks in language classrooms. Against this background, this talk will report findings of three recent studies that addressed the combined effects of textual modification and task manipulation on L2 learning from reading. In this talk, I will highlight the need for more studies that explore how to promote L2 learning from reading within the task-based language teaching framework and emphasize task-relevance as an important factor that moderates the impact of textual modification.

Jookyoung Jung is an Assistant Professor in the Department of English at the Chinese University of Hong Kong. Her research interests include interface between second language instruction and second language acquisition, with particular emphasis on task-based language teaching, second language reading and writing, and the role of individual difference. Her recent work has appeared in journals such as Language Teaching Research, System, and Studies in Second Language Acquisition.