The pedagogical relevance of processing instruction in second language idiom acquisition

Abstract This study explores the relevance and effectiveness of processing instruction in second language (L2) idiom learning by examining (1) whether structured input (SI) is more effective than non-SI, comprehension-based activities and (2) whether explicit information (EI) in addition to SI can facilitate L2 idiom learning. One hundred adult L2 English speakers were randomly assigned to one of six conditions: four groups who participated in SI activities in one of four EI conditions (i. e., no EI; EI before SI, EI during SI, or EI both before and during SI), a non-SI group, and a control group. Results from three types of tasks (translation, interpretation, and production) showed that (1) SI is more effective than comprehension-based activities in developing learners’ L2 idiom production ability and (2) EI can facilitate learners’ accurate L2 idiom translation, particularly when it is provided before the SI activities. No beneficial effect was observed from EI provided during the SI activities.