الفهرس 
Investigating the Effect of explicit implicit instruction on the acquisition of English Idioms
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Abstract
This study examined the effect of explicit and implicit instruction on the acquisition of English idioms. Sixty intermediate-level Egyptian EFL learners, at a private university, were given a pretest to determine their familiarity with the target idioms of the study. Two groups of 30 participants each were taught the 30 target idioms through reading, writing, and speaking activities over a period of 4 weeks. One group was taught utilising the explicit strategy and the other group utilising the implicit one. A post-test was administered one week after the treatment to assess both groups’ acquisition of the target items. Besides, a questionnaire was distributed among the learners in both groups to elicit their perception of learning idioms explicitly and implicitly. After analyzing the data quantitatively and qualitatively, results showed that development occurred in both groups; however, the learners in the explicit group outperformed their peers in the implicit one. The questionnaire results, moreover, reflected that the learners{u2019} perception of learning idiomatic expressions explicitly transcended the learners{u2019} perception of learning them implicitly