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Using Conceptual Metaphors and L1 Definitions in Teaching Idioms to Non-native Speakers

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS 바로가기
  • 통권
    Vol.8 No.3 (2011.09)바로가기
  • 페이지
    pp.135-160
  • 저자
    Zorana Vasiljevic
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182328

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원문정보

초록

영어
Idioms tend to present difficulties for L2 learners because their meaning is often not transparent, and the choice of vocabulary seems to be unsystematic. Recent studies in cognitive linguistics, however, suggest that although the words in idiomatic phrases frequently do not retain their original meaning, idiomatic usage is semantically motivated. Idioms can be viewed as instances of conceptual metaphors (CM) which are grounded in physical and social experience. The present study explored whether raising the learners’ awareness of the underlying CMs would help them retain the meaning and the form of the idiomatic expressions. Four different learning conditions were compared: 1) idioms grouped by CM with definitions and example sentences provided in English; 2) idioms grouped by CM with definitions and example sentences translated into Japanese, the students’ L1; 3) semantically unrelated idioms with definitions and example sentences provided in English); and 4) semantically unrelated idioms with definitions and example sentences translated into Japanese. The results of the study suggest that the conceptual grouping of idiomatic expressions facilitates understanding, and that students are more likely to benefit from CMmotivated instruction when underlying concepts are introduced in their first language. In order to help learners develop a productive knowledge of L2 idiomatic expressions, form-focused activities may be necessary.

목차

ABSTRACT
 IDIOMS AND IDIOMATICITY
  Redefining Idioms
  Cognitive Linguistics and Figurative Language
  Conceptual Metaphors and the Teaching of Idiomatic Language
 THE PRESENT STUDY
  Purpose
  Research Hypotheses
  Materials
  Procedures
  Participants
 RESULTS
  Receptive Knowledge Tests
  Productive Knowledge Tests
 DISCUSSION
 CONCLUSION
 CALL FOR FURTHER RESEARCH
 ACKNOWLEDGMENT
 THE AUTHOR
 REFERENCES
 APPENDIX

키워드

idiom instruction figurative language conceptual metaphors L1 definitions

저자

  • Zorana Vasiljevic [ Bunkyo University, Japan ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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