The aim of the current study was to compare both incidental and explicit auditory learning of second language derivational morphology by measuring the accuracy and the reaction time of a grammaticality judgment task. Furthermore, the study was set up to examine the nature of acquired knowledge using subjective measures of awareness during the testing phases and postexperimental verbal reports. The delayed effects of learning were investigated by testing participants immediately after the learning and 1 week later also. The results showed a significant learning effect for the incidental and explicit learners immediately after exposure, but only the explicit learners maintained the learning effects a week later. Both types of learners showed no significant difference in the reaction time. Incidental learners primarily developed implicit knowledge, while explicit learners relied on explicit knowledge to a large extent, part of which became unconscious later. The differences of learning under incidental and explicit learning conditions are discussed in terms of the maintenance of knowledge.

中文翻译：

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L2 派生形态的附带和显式学习以及获得知识的性质

本研究的目的是通过测量语法判断任务的准确性和反应时间来比较第二语言派生形态的偶然和显性听觉学习。此外，该研究旨在使用测试阶段和实验后口头报告期间的主观意识测量来检查获得知识的性质。在学习后立即和 1 周后测试参与者调查学习的延迟效应。结果表明，偶然学习者和外显学习者在接触后立即具有显着的学习效果，但只有外显学习者在一周后保持了学习效果。两种类型的学习者在反应时间上没有显着差异。附带学习者主要发展隐性知识，而显性学习者在很大程度上依赖显性知识，其中一部分后来变得无意识。从知识的维护角度讨论了偶然和显性学习条件下学习的差异。