Effects of Explicit Instruction on Incidental Noticing of Metaphorical Word Sequences during a Subsequent Reading Task
Two experiments were conducted to determine whether explicit instruction focusing on metaphorical collocations would promote the incidental noticing of similar phrases by English learners during a subsequent reading task. Noticing was operationalized using the remember-know protocol and learning was...
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| Format: | Article |
| Language: | English |
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Universidad de Murcia
2010-06-01
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| Series: | International Journal of English Studies (IJES) |
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| Online Access: | http://revistas.um.es/ijes/article/view/113991 |