The Effect of Input Enhanced Task Activities on L2 Idiom Learning
The Effect of Input Enhanced Task Activities on L2 Idiom Learning is a scholarly work, published in 2018 in ''Foreign Languages Education''. The main subjects of the publication include memory, cognitive psychology, statistical significance, second-language acquisition, psychology, task, reading, fuzzy logic, and recall. The study examined how three task activities with receptive (R) reading, cloze (CZ) and receptive-productive (RP) integration differently lead to L2 idiom recall and retention by Korean EFL adult learners when they are enhanced with bolding, L1 glossing and three repetitions.