THE IMPACT OF DIFFERENT LOADS OF INVOLVEMENT ON EFL STUDENTS’ INCIDENTAL LEARNING OF IDIOMS

Abstract

Idioms are essential parts of any language learning that indicate second language proficiency of learners in their communication. However, there is no doubt that idioms are more difficult to learn and comprehend than usual words of phrases. The present study investigated the possible effects of providing different task types with involvement loads on Iranian pre-intermediate EFL students' learning of idiom. A total number of 60 EFL students were selected based on their performance on Quick Placement Test and idiom familiarity test. The participants were randomly divided into three groups each containing 20 students. The data gathered through conducting pretest, posttest, and delayed posttest of L2 idioms were analyzed through descriptive statistics and inferential statistics of one way ANOVA and paired samples t test. The findings revealed that tasks with higher involvement load led to better performance of students both in initial learning and the retention of idioms. The findings would hopefully encourage teachers and learners to use tasks and with deeper cognitive processing and higher involvement load to have more effective learning of English idioms.