ABSTRACT
A common observation in the instructed second language acquisition literature is that incidental and intentional learning appear prominently in one domain but not at all in another. For example, incidental and intentional learning mainly appear in the area of vocabulary learning, may not appear at all in the areas of phonetics and phonology, and only exceptionally appear in the area of grammar. Relatedly, an important question is whether incidental exposure develops implicit and/or explicit knowledge of the target grammatical feature(s). This chapter tests this observation and question in the context of noun–adjective agreement asymmetries. It presents the design and results of a classroom intervention that used pretest–posttest design to compare the differential gains of incidental exposure (enriched with input) and the present–practice–produce technique (output-based) on the development of explicit and implicit knowledge of target asymmetries. The chapter presents the learner gains of each technique in the target asymmetries with comparisons to the symmetrical pattern. Data reported in this chapter was collected from three L1 English learner groups at the beginner level.
