| 研究実績の概要 |
Using revised materials, the second data collection was conducted in April-June. The new set of data was used to analyse the incidental acquisition of grammar, vocabulary and pronunciation while receiving explicit grammar instruction. The analyses for incidental acquisition showed significant gains for vocabulary (i.e., new vocabulary items) and pronunciation (i.e., stress placement) but not for the grammatical feature (i.e. passive voice). The results indicated that incidental acquisition takes place in the language classroom even when a particular linguistic form is explicitly taught and that the most explicit instruction resulted in better incidental vocabulary acquisition. The results are now complied for a new research article to submit to an international journal.
The findings provide pedagogical implication because given the limits on any learner’s capacity to learn the grammar of a language intentionally, learners must necessarily rely to a considerable extent on incidental learning.
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