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European Journal of English Language Teaching ISSN: 2501-7136 ISSN-L: 2501-7136 Available on-line at: www.oapub.org/edu doi: 10.5281/zenodo.839351 Volume 2 │ Issue 4 │ 2017 THE IMPACT OF DIFFERENT LOADS OF INVOLVEMENT ON EFL STUDENTS’ INCIDENTAL LEARNING OF IDIOMS Mehrnoush Ataafarin, Ghasem Aghajanzadeh Kiasii Department of English Language, Islamic Azad University, Rasht Branch, Rasht, Iran Abstract: Idioms are essential parts of any language learning that indicate second language proficiency of learners in their communication. However, there is no doubt that idioms are more difficult to learn and comprehend than usual words of phrases. The present study investigated the possible effects of providing different task types with involvement loads on Iranian pre-intermediate EFL students' learning of idiom. A total number of 60 EFL students were selected based on their performance on Quick Placement Test and idiom familiarity test. The participants were randomly divided into three groups each containing 20 students. The data gathered through conducting pretest, posttest, and delayed posttest of L2 idioms were analyzed through descriptive statistics and inferential statistics of one way ANOVA and paired samples t test. The findings revealed that tasks with higher involvement load led to better performance of students both in initial learning and the retention of idioms. The findings would hopefully encourage teachers and learners to use tasks and with deeper cognitive processing and higher involvement load to have more effective learning of English idioms. Keywords: English idioms, involvement load, different task types, EFL students 1. Introduction Idioms are ubiquitous and crucial to everyday communication. They help language users express their personal affection, passion, and attitude. Being able to use idioms Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 147 Mehrnoush Ataafarin, Ghasem Aghajanzadeh Kiasi THE IMPACT OF DIFFERENT LOADS OF INVOLVEMENT ON EFL STUDENTS’ INCIDENT“L LE“RNING OF IDIOMS properly is one of the key factors that the user has reached native or near-nativelikeness that is the ultimate achievement of L2 users. Even though complete mastery of idioms may be nearly impossible, every language learner must be prepared to meet the challenges since they frequently occur in spoken and written discourse. In addition, the importance of understanding idioms is highlighted through the argument that they are present in academic settings; therefore, the failure to comprehend idioms could impact academic performance-reading comprehension, written composition, and vocabulary” (Lundblom & Woods, 2012, p. 203). McCarthy, O’Keeffe, and Walsh believe that idioms are widely utilized in English, both spoken and written, and language learners must make high efforts to master idioms. In addition, Adkins (1968) notes that idiomatic expressions construct the heart of the English language that gives it color, feeling, charm, and precision. Thus, being capable of understanding and using idioms appropriately is vital to enjoying a good command of the depth of vocabulary in the English language (Milton, 2009), and knowledge of idioms draw a high parallel with learners vocabulary repertoire (McGavigan, 2009). Grant and Bauer (2004) consider idioms as multi-word lexemes, and the meaning of idioms cannot be worked out from study of the individual words making the idioms. Idioms frequently operate on a metaphorical level. Carter, Goddard, Reah, Sanger, and Bowing (2001) argue that idioms present very real problems to learners of a language as it is not always possible for listeners or readers to recognize that an idiom exists, and they may assume the literal meaning. There is no doubt that language learners have grave problems producing correct language idiomatically. ”urke claims that knowledge of slang and idioms is fundamental to nonnative speakers' understanding of the language that native speakers actually use p. . D’“ngelo ”romley agrees with this statement and remarks that idioms add confusion and difficulty to learning of language and so they occupy a special place in the teaching of language and reading p. . For downloading the full article, please access the following link: http://oapub.org/edu/index.php/ejel/article/view/939 European Journal of English Language Teaching - Volume 2 │ Issue 4 │ 2017 148