Introduction

When we think of grammar instruction in language teaching, we often picture uninspiring g explanations of often complex rules, rule charts, conjugation drills, and learners furrowing their brows over verb endings. But what if the brain had a more natural, less painful way to absorb grammar—one that mirrors how we acquire our first language? Welcome to the world of syntactic priming, a subtle yet powerful phenomenon backed by psycholinguistic research and woven into the very fabric of my methodology: Extensive Processing Instruction (EPI).

In this article, I explore what syntactic priming is, how it works in the brain, and why it plays such a pivotal role in EPI. Most importantly, I make a case for delaying explicit grammar instruction until learners have deeply engaged with structures through listening, reading, speaking, and writing.

What Is Syntactic Priming?

Syntactic priming is the tendency to repeat a grammatical structure after being exposed to it. Imagine hearing someone say, “If I had time, I would go to the gym,” and then, without thinking, producing a similar sentence later: “If I had more money, I would travel more.” That’s syntactic priming in action. It happens subconsciously, but it significantly shapes how we process and produce language.

Researchers have shown that this effect is not just a linguistic quirk. It’s a cognitive mechanism that enhances fluency, encourages implicit learning, and lowers the cognitive cost of grammar production.

Key Studies in Syntactic Priming

Study	Findings
Bock (1986)	Native speakers unconsciously repeat sentence structures (e.g., passives, datives) after exposure.
Pickering & Ferreira (2008)	Syntactic priming is long-lasting and affects both comprehension and production.
McDonough & Mackey (2008)	L2 learners mirror structures in interactive tasks, leading to more complex output.
Shin & Christianson (2009)	Reading activities induce syntactic priming, supporting input-based teaching.
Jackson & Ruf (2017)	Syntactic priming helps learners map form to function, aiding long-term acquisition.

How Syntactic Priming Works in the Brain

Our brains are hardwired to detect patterns. When learners hear or read a sentence with a certain structure, it creates a neural trace—a kind of mental echo. If they encounter the same structure repeatedly, it becomes easier to access and use. This explains why repeated exposure across different modalities (listening, reading, speaking, and writing) makes grammar feel “natural” even before it’s formally taught. If the repetition is gamified and interactive, the impact is of course likely to be even stronger.

This is not just theory. It’s grounded in decades of cognitive science suggesting that procedural memory (doing something) precedes declarative memory (knowing about something). In other words, we often use grammar before we can explain it.

How I Use Syntactic Priming in EPI

My EPI model is designed around the principle that structured input and output come first—and grammar comes later. Rather than frontloading grammar rules, I prime learners through a carefully sequenced series of tasks that cycle the same structure in multiple forms.

The activities I use across the four core skills—listening, reading, speaking, and writing—are specifically designed to expose learners repeatedly to the same grammatical structures in meaningful contexts. These activities not only scaffold language acquisition but also exploit the full potential of syntactic priming.

How EPI Leverages Syntactic Priming

Phase	EPI Activities (Examples)	What It Does
Listening	– Narrow listening (same structure, different contexts) – Spot the intruder (identify the sentence that doesn’t fit syntactically) – Sentence bingo (identify structures aurally) – Jigsaw listening (reconstruct texts from segments)	Builds subconscious familiarity with grammatical forms; facilitates form-function mapping
Reading	– Narrow reading (parallel texts using same structure) – Jigsaw reading (reordering text blocks) – Spot the nonsense (identify syntactically flawed sentences) – Odd one out (identify structural intruders)	Deepens structural recognition and primes specific grammar through repetition and contrast
Speaking	– Sentence stealer (reusing peers’ syntactic patterns) – Pyramid translation (gradual collaborative translation) – Structured role play (scripted exchanges using target grammar) – Speed chat (short bursts using recycled syntax)	Encourages output using primed structures; reinforces fluency and accuracy through repetition
Writing	– Gapped translation (fill in missing grammar in L1-to-L2 translation) – Narrow translation (convert L1 to structurally similar L2 texts) – Scaffolded writing (sentence builders and writing frames) – Dictogloss (rebuild a heard/read text)	Encourages structured output; consolidates primed forms through controlled and creative writing

Each of these activities ensures that learners are repeatedly exposed to and actively reusing the same grammatical structure, across modalities. This sequencing primes the syntax implicitly, creating a strong procedural foundation before grammar is ever introduced explicitly.

Why Grammar Works Better After Priming

So why wait to teach grammar? Wouldn’t it be more efficient to explain the rule first and then apply it? Surprisingly, the research—and my classroom experience—suggest otherwise.

Here’s why teaching grammar after syntactic priming works better:

The Case for Delayed Grammar Instruction

Reason	Explanation
Cognitive Readiness	Learners are more likely to absorb grammar when they’ve already encountered and used it subconsciously.
Boosts Noticing	Exposure helps students ‘notice the gap’, making grammar rules meaningful rather than abstract (Schmidt, 1990).
Reduces Cognitive Load	Delaying grammar prevents overwhelming working memory at early stages (Sweller, 1988).
Improves Output Accuracy	Learners use structures more fluently after implicit exposure, even before they know the rules.
Reduces Anxiety	Grammar becomes a friendly confirmation of success—not an intimidating hurdle.

This sequencing transforms grammar instruction from a battle of rules into an “aha!” moment of discovery.

Final Thoughts: Teaching with the Brain in Mind

Syntactic priming isn’t just a curiosity—it’s a classroom ally. It reminds us that language is first and foremost a habit, not a theory. My EPI approach embraces this, guiding learners through rich, meaningful exposure before naming the grammar they’ve absorbed.

Teaching grammar after priming doesn’t mean abandoning rules. It means timing them better—so they click, not clash. It’s a shift from “Let me explain this structure” to “Let’s see what you’ve already figured out.” And when we get the sequence right, grammar stops being a burden and starts becoming what it should be: a gateway to clarity, creativity, and confidence in another language.

I hope this dispels the myth that in EPI grammar is not taught. If anything, if the MARSEARS sequence is executed correctly, it is taught better. For more on teaching Grammar the EPI way, you may want to read this post.