The acquisition of L2 Hungariangrammar rules and the implicit-explicit debate

Abstract

Abstract This study contributes to the explicit implicit debate by investigating to which extent adult learners of Hungarian develop knowledge of new grammar rules, and the proficiency to use them, through listening activities complemented with explicit grammar instruction or not. In a quasi-experimental study, we compared the acquisition of three specific rules of Hungarian grammar by 80 Flemish adult students in two conditions. Both methods involved listening activities, but in one condition explicit rule explanation and practice was given and in the other one, meaningful activities were created without grammar explanation. The findings indicate that for teaching simple rules, compared to more complex grammar features, listening activities and exposure to comprehensible input have a significantly positive effect on grammar acquisition at the basic level. The explicit condition did not have an added beneficial effect. Exposure to L2 is the main driver of language development.