This research compares the outcomes of two computer-assisted second language (L2) idiom learning conditions: deliberate and contextual. Low-intermediate proficiency Japanese learners of English studied 36 idioms online by either using flashcards or reading them in sentences with contextual clues to their meanings over three learning sessions. Posttest results of these two learning conditions were compared with each other and with a baseline condition in which no learning occurred. In an idiom translation posttest, L2 participants showed superior declarative knowledge of the idioms learned in the flashcard condition. Nondeclarative knowledge gains were measured on a self-paced reading (SPR) task validated in a pilot study with 60 native (L1) readers. Although the idioms primed semantic probes during reading for the L1 participants, this was not the case for the L2 learners. Nevertheless, the two learning conditions had some positive effects on the semantic probes compared to the baseline. The finding that participants had fluent access to the idioms' figurative meanings while reading the semantic probes is particularly important for the flashcard condition because it suggests that this learning approach results in knowledge that is relevant in real-time language use.

中文翻译：

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二语习语的刻意和语境学习：学习条件对在线处理的影响

本研究比较了两种计算机辅助第二语言 (L2) 习语学习条件的结果：故意和上下文。在三个学习课程中，低中级熟练度的日语学习者通过使用抽认卡或在句子中阅读带有上下文线索的句子，在线学习了 36 个习语。将这两种学习条件的后测结果相互比较，并与未发生学习的基线条件进行比较。在习语翻译后测中，L2 参与者对在抽认卡条件下学到的习语表现出卓越的陈述性知识。非陈述性知识增益是在一项自定进度阅读 (SPR) 任务中测量的，该任务在一项针对 60 名本地 (L1) 读者的试点研究中得到验证。虽然习语在L1参与者的阅读过程中引发了语义探索，L2 学习者的情况并非如此。尽管如此，与基线相比，这两种学习条件对语义探测有一些积极的影响。参与者在阅读语义探针时可以流畅地获得习语的比喻意义这一发现对于抽认卡条件尤为重要，因为它表明这种学习方法产生的知识与实时语言使用相关。