The purpose of this study was to assess the effects of knowing rules of syntax when learning a miniature foreign language (MAL). In the first experiment, 40 subjects were randomly assigned to one of four conditions : given both word meanings and syntax rules in advance, given one or the other only, or given neither. Those given both rules and meanings in advance had a more stable as well as a lower mean learning time. For the two groups not given meanings, the one which received the rules in advance tended to have higher retention test scores. Overall, receiving the meanings in advance resulted in reduced learning time as well as higher retention test scores. In the scond experiment, 30 subjects were randomly assigned to one of three conditions : given both rules and examples of the rules, or given only rules or only examples. Results showed that while being presented examples did not reduce learning time it did reduce the amount of time needed to complete the test. Based upon these results, the author proposes a revised model for processing input.
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