Learning multiple L2 syntactic structures via chat-based alignment: What is the role of learners’ prior knowledge and conscious decisions?

This study investigated whether written chat-based activities foster alignment and learning of multiple simultaneously-targeted second language (L2) syntactic structures. It further examined how these were affected by prior knowledge the targeted structures learners' decisions to use or avoid each structure. We tested 47 Spanish first (L1) speakers L2 English. In a activity with an L1 English speaker, we in production three target that differed their likely familiarity for participants (genitives, passives datives) comparing structure after prime versus baseline sentences. also compared post-test relative pre-test assess (increased usage) asked they made conscious The learners experienced across Although did not significantly affect learning, more choosing increased overall production. Thus, are well-suited support grammar even when embed However, instructors may need encourage explicitly maximize tasks’ outcomes.