Lexical bundles are essential for fluency, but their incompleteness is a stumbling block for learners. In this study, two presentation methods to increase awareness of lexical bundles through explicit noticing are explored and compared with incidental exposure. The three conditions in this study were as follows: noticing with schematic linguistic representation (n = 15), noticing with context completion (n = 26) and meaning focused exposure (n = 24). Participants were English language learners at a university in Japan. Following treatments, the ability to produce lexical bundles in written English was measured. Immediate learning gains were significantly greater for the schematic linguistic representation method; however, no significant difference in gains between the conditions appeared in the two week delayed post-test. Results suggest that while noticing lexical bundles with schematic linguistic representation is an effective initial learning intervention, this is no guarantee for long-term knowledge retention.