摘要：The current study aims to gauge the EFL learners' ability to incorporate multiword expressions from an input text into their subsequent writing without direct instruction of the target expressions. To this end, 113 female EFL learners read and/or listened to a story twice while target multiword expressions were (not) underlined. Then, the learners re-told the story in writing individually. Examining the written narrative of the learners revealed that the learners incorporated multiword expressions from the original text in their writing only marginally in all the experimental conditions without any significant differences across the groups. This came in stark contrast with the strong influence the input text had on the learners' choice of single words in their writing. The results also failed to show any relation between the participants' language proficiency and the number of mined single words or expressions. The results are discussed and interpreted in light of the existing literature and Schmidt’s (1990, 2011) Noticing Hypothesis.
