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Download full textMueller, Charles Mark – International Journal of English Studies, 2010
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 measured on a fill-in-the-blanks test. In…
Descriptors: Semantics, Second Language Learning, English (Second Language), Task Analysis
