Modelling Changes in the Cognitive Processing of Grammar in Implicit and Explicit Learning Conditions: Insights From an Eye-Tracking Study

This study used eye‐tracking to examine changes in how second language (L2) learners process target grammatical exemplars in written L2 input in implicit and explicit instructional conditions and how these changes relate to learning gains. In three separate sessions, 77 L2 learners of English read a story containing seven examples of a grammatical construction. The results of a growth curve analysis indicated significant main effects for the...