We investigate the role of awareness in learning non-salient grammar features in a second language during oral interaction. We conducted a learning experiment during which forty-eight adult Dutch-speaking advanced learners of German and a native German-speaking experimenter engaged in a scripted oral dialogue game. The experimenter and learner in turn produced sentences based on pictures eliciting German strong verbs with stem-vowel alternations, a morphosyntactic feature that represents a persistent learning difficulty. While learners in the implicit condition were merely instructed to focus on sentence meaning, learners in the explicit condition were encouraged to also pay attention to and learn from the target structure in the experimenter's input. Although the explicit group achieved higher accuracy scores overall, both groups had similar (absolute) learning gains, showing that oral input provided during interactive exchanges can lead to substantial learning not only under explicit, learning-targeted conditions, but also without an explicit directive to learn.

我们研究了意识在口语互动过程中学习第二语言非显着语法特征中的作用。我们进行了一项学习实验，其中 48 名成年荷兰语高级德语学习者和一名母语为德语的实验者参与了有脚本的口头对话游戏。实验者和学习者依次根据图片生成句子，引出带有词干元音交替的德语强动词，这是一种代表持续学习困难的形态句法特征。处于内隐条件下的学习者仅被指示关注句子含义，而处于外显条件下的学习者则被鼓励关注实验者输入中的目标结构并从中学习。尽管显式组总体上取得了较高的准确度分数，但两组都具有相似的（绝对）学习收益，这表明互动交流期间提供的口头输入不仅可以在显式的、有学习目标的条件下带来实质性的学习，而且无需明确的指示即可实现实质性学习。学习。