ABSTRACT
This chapter presents the theoretical and pedagogical implications of the four studies reported in this book. The theoretical part presents their implications to instructed second language acquisition as a subfield of second language acquisition. It critically discusses the results of the four studies, in relation to the positions taken on the role of the manipulated learning conditions in developing implicit and explicit knowledge of grammar; the possibility of incidental learning and dual-tasking for two features; parallel routing for learning under input and output instruction; and the role of conversational form-focused instruction in meaningful interaction. The pedagogical part translates the findings into the Arabic classroom. It makes recommendations that guide teachers, textbook writers, and material designers when they present the target agreement asymmetries.
