Teaching English Idioms from the Perspective of Translation under the Conceptual Integration Theory

Abstract

English idioms hold significant value as a gateway to Western society and as a tool for enhancing the authenticity and effectiveness of language expression. Consequently, the acquisition of English idioms remains a crucial endeavor for language learners. Nevertheless, the challenges associated with English idioms arise from cultural and cognitive disparities, as well as the intrinsic nature of these linguistic expressions, rendering them arduous for both educators and students. This research examines the distinctive attributes of many English idioms and provides pedagogical approaches based on cognitive perspectives. Conceptual Integration Theory (CIT) will serve as the theoretical foundation for this analysis, with a specific focus on the initial stage of idiom acquisition, namely translation. The objective of this paper is to examine English idioms through a systematic categorization, wherein they are classified according to the congruence of their imagery elements. The three discerned categories comprise English idioms exhibiting akin imagery elements in both English and Chinese, those manifesting imagery elements absent in the Chinese language, and those portraying imagery elements incongruent within the Chinese cultural context. The primary objective of this study is to enhance the efficacy of instructing non-native speakers, particularly those proficient in Chinese, in the acquisition of English idioms. This will be achieved by effectively managing the intricacies and intricacies involved in bilingual idiom acquisition.