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عمومی::
منبع (داده) اصطلاحاتی
And while it cannot be expected that exposure to idiomatic input alone will be sufficient for the development of idiomatic competence, prolonged intentional exposure combined with
These include, but are not limited to, the type of instruction (implicit/explicit instruction) learners are offered in both formal and informal settings; the variety of idioms and amount of exposure (noticing) targeted; the learning environment of idiom presentation and practice (structured/random) created; the type of experiences (form-oriented/meaning oriented) learners encounter; the modalities, tools, and resources selected for idiom learning; the nature and extent of idiomatic input (naturalistic, interactive, artificial) learners receive while engaging in specific communicative tasks; and, finally, the learning outcomes and curricular goals (mere exposure, familiarity, mastery) engendered.
Formal learning, on the other hand, occurs in contexts where the idiomatic input is usually carefully organized.
Practice, on the other hand, should be aimed at developing explicit knowledge of idioms and should require learners to display their comprehension of idiomatic input under real operating conditions.
It also needs to provide learners with the required multimodal technological tools and print and media resources to help them recognize, comprehend, and interpret accurately such features in future idiomatic input (Herrera & White, 2010; Tiersky & Chernoff, 1993; Van Lacker Sidtis, 2003; Verspoor & Lowie, 2003).
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