promoting efl learners’ knowledge of idiomatic phrasal-verbs via reading: the case of extensive vs intensive reading in focus

Idiomatic phrasal verbs, which are typically dealt with during the latter phase of second language apprenticeship, have been the source of frustration for iranian efl learners. this study investigates the effect of extensive vs. intensive reading on iranian advanced english language learners' knowledge of idiomatic phrasal-verbs. it aims to determine whether providing efl learners with extensive or intensive reading might have any effect on their knowledge of idiomatic phrasal-verbs or not. to answer the question, 60 advanced-level language learners from tehran technical and educational institute in chalous town participated in the study. the subjects took a standard opt test to demonstrate their english proficiency. they were also assigned to two experimental and comparison groups; 30 in each group. a pre-test of idiomatic phrasal-verbs was administered in each group. after 16 sessions of treatment a post-test of idiomatic phrasal-verbs was administered again. the treatment comprised intensive reading for the experimental group, while the comparison group received extensive reading. the data was analyzed using independent samples t-test and paired sample t-test. the results showed that both groups improved but the experimental group improved a lot more which was significantly different. this study aimed to raise teachers’ and learners' awareness towards using idiomatic phrasal verbs and suggests that a balanced approach of extensive and intensive reading will provide learners’ maximum benefit.