We examined the role of modality in learning second language (L2) grammar and forming implicit (unconscious) and explicit (conscious) knowledge. To this end, we isolated the effects of the physical medium of input (i.e., aural or visual) from those of the presentation method (i.e., word-by-word or simultaneous). We also explored the role of test…

This study examined the ability of 70 deaf and 58 hearing students at the college and middle school levels to discern and apply knowledge of printed word morphology, especially morpheme segmentation and semantic analysis. Deaf college students scored similarly to middle school hearing students. (Contains references.) (Author/DB)