Recognition and Production of Ambiguous Idioms in English: Socializing learning vs. cognitive linguistic approach
DOR: 20.1001.1.23223898.2021.9.36.13.9

Document Type : Research Paper

Authors

1 English Language Department, Tabriz Branch, Islamic Azad University, Tabriz, Iran

2 English Language Department, Tehran Branch, Islamic Azad University, Tehran, Iran

Abstract

This study aimed at determining the effect of teaching idiom strategies, that is, socializing learning and cognitive linguistic approach, on Iranian EFL learners' recognition and production of ambiguous idioms. To this end, 78 upper-intermediate students of Islamic Azad University, Tabriz Branch, Iran, formed the total population of the study. Then, Proficiency English Test (PET) was administered to ensure the homogeneity of the needed sample. Based on the results of this test, 60 students were selected as the final participants. They were randomly assigned to two experimental groups: WhatsApp socializing group and etymological elaboration group. A pretest was used to ensure the unfamiliarity of the idioms. The criteria for choosing ambiguous idioms were that all ambiguous idioms required to have etymology and could be illustrated using a picture Also, posttests for the recognition and production of ambiguous idioms were used to compare the performance of the two groups. The statistical analysis of results indicated that the etymological elaboration group outperformed the socializing group in both idiom recognition and production. The findings of this research have pedagogical implications for teachers, syllabus designers, and materials developers in using appropriate instructional methods for teaching idioms.

Keywords


Bagheri, M. S., & Fazel, I. (2010). Effects of Etymological Elaboration on the EFL Learners' Comprehension and Retention of Idioms. Journal of Pan-Pacific Association of Applied Linguistics14(1), 45-55.
Baleghizadeh, S. & Mohammad Bagheri, M. (2012). The effect of etymology elaboration on EFL learners' comprehension and retention of idioms. The Southeast Asian Journal of English Language Studies, 18(1), 23-32.
Bellezza F. (1981). Mnemonic Devices Classification, Characteristics, and Criteria. Review of Educational Research, 5(1), 11-23.
Boers, F. (2000). Remembering figurative idioms by hypothesizing about their origins. Prospect, 16, 35-43.
Boers, F., Eyckmans, J. and Stengers, H. (2007). Presenting figurative idioms with a touch of etymology: More than mere mnemonics? Language teaching research, 11 (1), 43-62.
Butcher, M.F. and Gibson, P. (2010). Online social networks and their impact on student expectations of university-provided learning technology. International Journal of Educational Leadership Preparation, 5 (3).
Cacciari, C., & Glucksberg, S. (1991). Understanding idiomatic expressions: The contribution of word meanings. In Advances in psychology. North-Holland.
Cameron, L., and Low, G. (1999). Researching and Applying Metaphor. Cambridge: Cambridge University Press.
Charteris‐Black, J. (2002). Second Language Figurative Proficiency: A Comparative Study of Malay and English. Applied Linguistics, 23(1), 104–133.
Chowdhury, R. (2012). Evolution of mobile phones: 1995 –2012. Retrieved May 19, 2014, from http://www.hongkiat.com/blog/evolution-of-mobile-phones/
Clark, J. M., and Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3, 149-210.
Coryell, L. J. (2012). The effectiveness of etymological elaboration as a method of teaching idioms. (Unpublished doctoral dissertation). Department of Educational Theory and Practice. School of Education. University of Albany, State University of New York.
Demirel, Ö. (2007). Yabancı Dil Öğretimi. Ankara. Pagem Yayıncılık
Evans, V. (2007). A glossary of cognitive linguistics. Utah: University of Utah Press.
Evans, V., and Green, M. (2006). Cognitive linguistics: An introduction. Lawrence Erlbaum        Associates Publishers.
Fowler, W.S. & Coe, N. (1976). Nelson proficiency tests. London: Butler &Tanner Ltd.
Glew, J., Taylor, J., Sharples, M. and Lefrere, P. (2005). Guidelines for   learning/ teaching/tutoring in a mobile environment. In MOBIlearn/UoN, UoB, OU/wp4/d4.1/.
Güvena, A. Z., and Halat, S. (2015). Idioms and Proverbs In Teaching Turkish As A Foreign Language; “Istanbul, Turkish Teaching Books For Foreigners" Sample. Procedia - Social and Behavioral Sciences 191, 1240 -1246.
Irujo, S. (1986). A piece of cake: Learning and teaching idioms. English Language Teaching, 40(3), 236-242.
Kukulska-Hulme, A. (2005). Current uses of wireless and mobile learning – Landscape study on the use of mobile and wireless technologies for teaching and learning in the Post-16 sector. JISC-funded project. Retrieved February 14, 2007 from: http://www. jisc. ac. Uk /uploaded documents/Current%20Uses%20FINAL%202005.doc
Liu, M., Horton, L. Olmanson, J., and Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research & Development, 59(2), 249-265.
Paivio, A. (1986). Mental Representations. New York: Oxford University Press.
Plana, M. G. C., Escofet, M. I. G., Figueras, I. T., Gimeno A., Appel C., & Hopkins, J. (2013). Improving learners’ reading skills through instant short messages: A sample study using WhatsApp4th World-CALL Conference, Glasgow, 10-13.
Ross, A. (1969). Etymology. London: Andre Deutsch.
Tyler, A. (2012). Cognitive linguistics and second language learning. New York; London: Routledge.
Zarei, A. & Rahimi, N. (2012). Idioms Etymology, Contextual Pragmatic Clues, and Lexical Knowledge in Focus.  Lambert Academic Publishing.
Volume 9, Issue 36 - Serial Number 36
1400- تابستان
July 2021
Pages 153-162
  • Receive Date: 09 July 2020
  • Revise Date: 19 October 2020
  • Accept Date: 23 December 2020
  • First Publish Date: 28 March 2021