Abstract
This paper offers some suggestions (including sample exercises) for the teaching of idiomatic language. First, the relation between non-idiomatic and erroneous language in foreign language learning is examined, and it is concluded that non-idiomatic sentences do not so much break categorical rules as venture into the grey area of weak combinatorial probabilities between linguistic items. Idiomaticity is thus seen as a scale, but less idiomatic is not necessarily to be equated with less acceptable, since both conventionalised and original language have their place in discourse. Crucial is the issue of appropriateness in context. Full-blown idioms represent firm collocations whose meaning is conventionalised and metaphorical. Where this meaning takes on an aphoristic quality we have proverbs. The underlying principle of metaphor provides a structural systematicity to the lexis, which extends far beyond full idioms into all but the most core uses of lexical items. It is suggested that exercises of a problem-solving nature will help learners to unearth these pervasive metaphors in idiomatic language, and some exercises are presented.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: IRAL - International Review of Applied Linguistics in Language Teaching
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.