The effects of prior knowledge on explicit rule formation among L2 Spanish learners receiving structured input through guided-inductive instruction

Based on qualitative analyses, recent research hypothesizes that the information structure of an explicitly declared grammatical rule is related to L2 learner's processing and accurate interpretation respective target Malovrh Lee (2022). The present study tests hypothesis by quantitatively analyzing a more robust data set. It examines Spanish learners' (N = 63) formulation explicit grammar rules regarding true passive after exposure input containing eight exemplars structure, each followed picture-matching task, then corrective feedback. Using structured guided-inductive prompts, participants were instructed write explaining appropriate assignment semantic roles in true-passive sentences, first prompted consider marker ‘por’, gender marking verb participle. Logistic regression analyses revealed participants' prior knowledge predicted their terms completeness order which linguistic was mentioned (p .001); as increased, so did number features included rule. Results are discussed effect variable its relationship with subsequent learning outcomes.