Idiom Understanding and Teaching: Do We Need to Assume a Target Culture?

Abstract

This paper argues that learning idioms can be more effective when assuming first language cultural contexts because easier access to relevant contextual assumptions from first language context reduces processing loads and makes learning easier. This is also consistent with Winkler’s (2012) view that learning can have better results when it takes place in an environment that corresponds to learners’ needs. This paper reports on results from a pilot study with participants in the UK and Algeria who are teachers and learners of English as a second and foreign language. Semi-structured interviews were conducted with UK and Algerian teachers to know about their current teaching practice. Semi-structured interviews were also conducted with learners who worked with some teaching materials. Learners were assigned into two groups, both taught idioms in English by the same teacher for a four-week period. In group 1, participants worked with teaching materials which assumed first language cultural contexts however in group 2 students worked with teaching materials that assumed target cultural context. All students were tested pre- and post the four-week study. The results revealed that students’ and teacher’s attitudes to the first language culture activities were positive but the language tests did not provide evidence of significant differences between the two groups.