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عمومی::
یادگیری (فراگیری) اصطلاحات
The research to date has not examined how idioms are learned over time, what the developmental patterns of idiom acquisition are, or how accurately learners of different levels of proficiency perform idioms (see Chiara Levorato, Nesi, & Cacciari, 2004; Stengers, Boers, Housen, & Eyckmans, 2011).
It remains an open question and subject to further investigation, however, as to whether the process of idiom acquisition is the same or different in naturalistic or classroom settings.
Similar to any other type of learning, it is hypothesized that input, shaped through reciprocal interaction, contributes directly and powerfully to idiom acquisition.
This assumption is anchored in the belief that idiom acquisition is best facilitated when teachers and learners participate in spontaneous, meaningful interactions that are characteristic of natural learning.
Determining both the stimuli made available to them and the type of feedback they receive can have a direct bearing on the developmental patterns of idiom acquisition, because such determinations provide additional insights into the nature of whether adequate
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