Abstract
As a sub-type of Chinese idioms, chengyu 成语 play an important role in Chinese teaching. This study tested the effectiveness of etymological elaboration in relation to the type of instruction (direct or indirect), the degree of transparency of the chengyu, and the participants’ proficiency level. 48 post-elementary and 53 pre-intermediate learners were divided into three groups, one control and two experimental groups. The experimental groups attended to a 30-minute treatment, then a post-test was submitted to all the participants. Statistical and qualitative analysis revealed that indirect instruction was significantly more effective than direct instruction, independently from the participants’ competence level, and that opaque chengyu were more easily retained than transparent chengyu.
Highlights
Sergio Conti Etymological Elaboration in Chengyu 成语 TeachingIdioms are defined as multiword expressions consisting minimally of two words, including compound words, non-literal or semi-literal in meaning, and generally rigid in structure (Liu 2008, 23)
Under the influence of generative grammar, figurative expressions have long been considered as a marginal component of language and, until recently, idiom teaching has been largely neglected in foreign language teaching (FLT)
A large body of research provided evidence that building up an adequate repertoire of idioms is a necessity for foreign language (FL) learners of any competence level, especially for improving their communicative and socio-pragmatic competence (Liu 2008, 103-4)
Summary
Sergio Conti Etymological Elaboration in Chengyu 成语 TeachingIdioms are defined as multiword expressions consisting minimally of two words, including compound words, non-literal or semi-literal in meaning, and generally rigid in structure (Liu 2008, 23). Under the influence of generative grammar, figurative expressions have long been considered as a marginal component of language and, until recently, idiom teaching has been largely neglected in foreign language teaching (FLT). A large body of research provided evidence that building up an adequate repertoire of idioms is a necessity for foreign language (FL) learners of any competence level, especially for improving their communicative and socio-pragmatic competence (Liu 2008, 103-4). Chengyu 成语 are the most renowned type of Chinese idiomatic expressions and play an important role in Chinese as a foreign language (CFL). In addition to their cultural relevance, many scholars Guo 2017; Huang 2011; Shi H. The importance of chengyu learning in CFL has been overlooked until recent times, and the number of studies in this field is constantly increasing, pedagogically-oriented studies on chengyu teaching have been primarily descriptive, whereas experimental research is still at an early stage
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