Incidental development of implicit and explicit grammar knowledge from reading: The case of lower-intermediate learners of English

Abstract

While the effects of reading on incidental vocabulary development are well-documented, research into incidental grammar development from reading, especially in authentic second language classrooms, remains limited. This study investigated whether lower-intermediate learners of English could demonstrate improved command of a specific grammar item, the English regular past tense, under the incidental learning condition of reading. Using a quasi-experimental design, learners were either exposed to meaning-focused texts (the experimental group) or received regular English instruction (the control group) for a total period of 9 h. A set of pre- and post-tests, which consisted of an untimed grammaticality judgement test and a word monitoring task, measured learners’ development of explicit and implicit knowledge respectively for signs of grammar development over the course of the intervention. Results showed an increase in implicit knowledge, but not explicit knowledge, for the experimental group. Such results highlight the effectiveness of frequent incidental exposure in aiding learners’ grammar development. Possible reasons and pedagogical implications are discussed.