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 assigned to two groups, one being exposed to textual enhancement and the other not. The experiment adopted a multiple-exposure design involving six treatment sessions over three weeks. The target construction was the third person singular -s morpheme. Pretest-posttest development was assessed with a grammaticality judgement test. The results revealed a small but positive effect for textual enhancement. We attributed the relative success of textual enhancement to a combination of factors: use of a multiple-exposure design, the incorporation of textual enhancement into the post-task rather than the during-task stage, age of participants, and prior knowledge.

这项研究检查了在任务型阅读课程的任务后阶段中合并文本增强功能可以促进第二语言（L2）语法知识发展的程度。参与者是49名儿童语言学习者，他们在各自的课堂环境中参加了基于任务的阅读课程。他们被随机分为两组，一组接受文本增强，另一组则没有。实验采用了多重曝光设计，涉及三周的六个疗程。目标构造是第三人称单数-s词素。用语法判断测验评估测验前-测验后的发展。结果表明，对于文本增强而言，效果很小但很积极。我们将文本增强的相对成功归因于多种因素：使用多重曝光设计，将文本增强并入任务后而非任务期间，参与者年龄和先验知识。