Abstract
This study explored the effect of learning and teaching conditions on L2 grammar and comprehension and the interaction effect between these twoconditions. Two conditions?learning condition (implicit vs. explicit) and teaching condition (formal vs. non-formal instruction)?were manipulated to investigate how the degree of explicitness affects comprehension and grammar skills. Drawing on assumptions and previous findings, six hypotheses were formulated. To test the hypotheses, participants were assigned to four different groups and received four different treatments for the “if” counter-factual conditional sentence in the present-time frame. The results indicated that even though there were some differences between groups that the hypotheses predicted, the differences were not significant enough to support the hypotheses. The results were discussed with reference to several factors to which these insignificant findings were attributable.
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