Second language acquisition of grammatical rules: The effects of learning condition, rule difficulty, and executive function

Abstract Learning a new language is an important goal that many individuals find difficult to achieve, particularly during adulthood. Several factors have related this variability different extrinsic (learning condition, difficulty of the materials) and intrinsic (cognitive abilities) factors, but interaction between them barely known. In two experiments, participants learned English grammar rules in intentional (Experiment 1) or explicit 2), incidental learning-contexts. Overall, results study indicated intentional-explicit conditions benefitted rule-learning, as compared conditions. This benefit was mainly present when were learning easy-rule; did not differ case rule 2). Moreover, individual differences executive functioning predicted successful with difficulty. When easy-rule, proactive control facilitated learning. contrast, complex-rule, enhanced by lower involvement control.