Quality of L2 Input and Cognitive Skills Predict L2 Grammar Comprehension in Instructed SLA Independently

Input is considered one of the most important factors in acquisition lexical and grammatical skills. has been found to interact with other factors, such as learner cognitive skills circumstances where language heard. Language learning itself sometimes enhance Indeed, intensive contact another boost skills, even instructed settings, immersion programs (bilingual advantage hypothesis). In this paper, we report a cross-sectional study assess grammar 79 fourth grade German students L2 English two schools. Verbal teacher input was assessed using Teacher Observation Scheme (TIOS, Items 14–25), learners’ comprehension tested ELIAS Grammar Test II. Cognitive including phonological awareness, working memory, non-verbal intelligence, were determined standardized assessment procedures. The results show that verbal quantity quality correlated significantly comprehension. None moderated effect on but all predicted it independently. combination awareness be robust predictor