Explicit Declarative Grammar Knowledge: A Hidden Asset in Learning Foreign Languages
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2025-06-30
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en
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Multilingualism is widely recognised for its cognitive, personal, professional, and cultural benefits, making foreign language (FL) learning a desirable goal for many. However, while some individuals acquire new languages with apparent ease, others face persistent challenges, even in similar learning environments. To better understand the factors underlying this variability, the present study examines how learners’ existing explicit declarative grammar knowledge (EDGK) and multilingual experience influence FL learning. Using a mixed-methods approach, the study integrates statistical analysis of learners’ performance on English EDGK and Croatian grammar tests with longitudinal classroom observations. Results show that learners with stronger EDGK and multilingual backgrounds acquire new FL concepts more efficiently, often relying on analytical reasoning and pattern recognition. In contrast, monolinguals and learners with weaker grammar foundations require more explicit instruction, time, and practice to reach comparable levels of proficiency. These findings highlight the importance of strengthening explicit grammar instruction in early education and tailoring FL instruction to account for learners’ diverse linguistic backgrounds.
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