Learning Idioms Research Articles

A Formal Literature Review: The Roles of Cross-language Similarity and Context in Adults’ Idiom Learning of a Second Language

This essay reviews some existing papers to understand how the similarities between a person’s native language and the new language they are learning, and the context affects adult learners’ ability to acquire idioms in a second language. Idioms are a common form of communication in any language. Therefore, it is essential for truly mastering a new language. However, due to their rich cultural connotations and the need for communicative contexts, learning these idiomatic expressions can be quite difficult. Previous studies have shown that in the process of learning a second language, idioms in the new language are easier to master when they are very similar in meaning or structure to those in the learner’s first language. In addition, the rich context can also help learners better understand and use them. Future studies should delve into the influential mechanisms and create more effective strategies to help adults become proficient in using idioms of a second language.

FROM AVERSION TO ENGAGEMENT: TRANSFORMING EFL HIGHER EDUCATION STUDENTS’ APPROACH TO ENGLISH IDIOMS THROUGH ROLE-PLAYING

The goal of this study is to improve EFL students' exposure to English language acquisition while preventing boredom. In order to get insight into the teaching-learning environment of the classroom and the speaking abilities of EFL students, the researcher used classroom action research. She conducted interviews with the English teacher and students as well as performed observations and administered assessments. With deliberate sampling, this method enables the collection of both qualitative and quantitative data. The pre-test, cycle 1 post-test, and cycle 2 post-test results all showed that EFL students' comprehension of idiomatic speech had significantly increased after using role-playing techniques, as recommended by the study. EFL students performed poorly in the first cycle, as evidenced by their average theoretical score of 62.57 and their 28.57% success rate on the practical test. The EFL mean score on the theoretical test increased to 80.00 in the second cycle with modifications, while the practical test success rate increased to 85.71%. This illustrates how the role-playing technique affects idiomatic speech in EFL. The study also discovered that learners prioritize specific word meanings over metaphorical interpretations, in contrast to native speakers. In the end, the study emphasizes how important it is to take perceptions into account while assessing idiom learning and processing.

Assessing Saudi EFL Learners’ Use and Understanding of English Idioms: Perceptions, Problems, and Patterns of Learning

This study aims to investigate Saudi EFL learners’ perceptions of English idioms, their problems, and the patterns of their learning and understanding of English idioms. 458 students (around 10%) were selected through a random sampling method from the undergraduate learners in different levels of programs at the College of Business Administration and the College of Science & Humanities, Prince Sattam bin Abdulaziz University, Al-Kharj, KSA. As the study looked at how certain independent variables (gender, level/year of study, and parents’ profession) shaped dependent variables (perceptions/attitudes), a questionnaire was self-developed which includes modified items from existing research. A quantitative approach (descriptive statistics) was used to analyze the data. The findings revealed that Saudi EFL learners’ perceptions were very positive about English idioms and their impact on enhancing their English proficiency. It was found that lack of background information, unfamiliarity, variation in literal interpretation, lack of Arabic parallels, and insufficient EFL classroom training made learning English idioms challenging for respondents. It was also revealed that Saudi EFL learners acquired and comprehended English idioms via using them in sentences, consulting a dictionary, guessing from contexts, group discussions, and breaking them down into their constituent parts. One-way ANOVA analysis found no statistically significant difference among the respondents based on their demographic differences. The study holds implications for both teachers and students as it will help them teach and learn English idioms effectively. The most common method is translating English idioms into their language.

The Implementation of MALL for Idiom Learning Attainment during the COVID-19 Pandemic: The Case of Iranian EFL Learners

The present investigation examines the impact of Mobile-Assisted Language Learning (MALL) on the enhancement of EFL learners’ idiom learning through WhatsApp during the COVID-19 pandemic. Three complete classes with 60 intermediate female learners (20 per class) were selected and randomly assigned into two experimental and one control group in WhatsApp. Data collection tools included Preliminary English Test (PET) and a researcher-designed idiom test used as pre-and post-tests. In the intervention, the first treatment group included contextualized MALL. In other words, the teachers provided the students with idiomatic expressions in context. The second treatment group included decontextualized MALL, idiomatic expressions merely with their meanings were presented to the students through WhatsApp. In the control group, the researchers taught the idioms through translation. This procedure lasted for 20 sessions. The findings of a paired-samples t-test and one-way ANOVA indicated that the contextualized MALL group surpassed the rest in both immediate and delayed post-tests. The implications regarding the efficacy of MALL and online teaching in developing EFL learners’ idiom learning, and retention are discussed

The Implementation of MALL for Idiom Learning Attainment during the COVID-19 Pandemic: The Case of Iranian EFL Learners

The Implementation of MALL for Idiom Learning Attainment during the COVID-19 Pandemic: The Case of Iranian EFL Learners

Investigating the Challenges and Strategies of Thai University Students in Mastering English Idioms

Background: The acquisition of English idiomatic expressions is a critical aspect of language proficiency that unquestionably contributes to the improvement of effective communication skills. A number of studies have been conducted in the field of English idioms; however, there are still unanswered questions in this area. Since learning English idioms is a complex process, further investigation is needed, especially among students learning English as a Foreign Language (EFL) in the specific educational milieu of a university setting. Purpose: This study investigated the attitudes of Thai university students towards the importance of learning English idioms. In addition, it examined the challenges faced by these students in learning and comprehending English idioms, along with the effective strategies employed to overcome the difficulties. Methods: This study adopted a descriptive research design involving 50 fourth-year English major students (12% male, 88% female) from a university in southern Thailand. A survey questionnaire on a five-point Likert scale adapted from Orfan (2020) was used to collect the data from the participants. Results: The findings demonstrated that Thai university students had a positive attitude towards the importance of learning idioms and recognized the critical role they play in successful communication in English. Nevertheless, they faced various challenges when learning English idioms. They reported that idioms were challenging to grasp when taken out of context, and they faced difficulties due to their limited knowledge and cultural background. The participants in the study also reported utilizing different strategies to learn and comprehend idioms, such as guessing the meaning of idioms, using descriptive definitions in English, and memorization. Conclusion: This study offers valuable insights for both educators and researchers, serving as a foundation for the development of more efficient language teaching methodologies and promoting cross-cultural understanding in language acquisition.

Innovative Teaching Methods of Idioms

The focus of the article is on the idea of idiom teaching. The article aims to identify the main ways in which idioms are taught. A lot of attention is paid to the understanding of the meaning of the term ‘idiom’, to the main classifications of idioms and to the sequence of learning idioms. It has been found that it is necessary to study idioms comprehensively: pronouncing, reading, meaning, using, spelling, practicing. The article also argues for the importance of teaching idioms for better mastery of English.

Exploring the Contribution of Film and Music in Learning English Idioms

This research delves into the impact of movies and music, on understanding. Using idiomatic expressions in English. It explores how these artistic forms not enhance language skills but foster cultural awareness and emotional connections. The study emphasizes the value of movies by depicting idioms in dialogues and diverse cultural settings. Additionally it examines how music incorporates idioms to convey emotions making them more accessible and memorable. The research findings demonstrate that a significant number of participants actively engage with these mediums leading to improved comprehension of expressions. All participants reported a grasp of idioms with the majority expressing a preference for learning through films and music. Notably 90.4% gained increased confidence in using idioms. These findings validate the effectiveness of these mediums as tools for learning idioms offering an educational experience that immerses learners, in both language acquisition and cultural nuances associated with the English language.

The Effect of Multimedia on L2 Idiom Learning: Using Instructional Humorous Videos with Saudi Female EFL Undergraduate Learners

Learning formulaic language, such as idioms, is considered one of the greatest difficulties encountered by EFL learners. The aim of the present study is twofold: first, to examine the effect of using humorous videos on learners’ ability to understand and remember English idioms; second, to investigate students’ attitudes towards learning idioms through humorous videos as a multimedia instructional method. The sample of this study consisted of 50 Saudi female EFL undergraduate learners in the English department at Imam Mohammad Ibn Saud Islamic University, Saudi Arabia. The participants were divided into two groups of 25 students; an experimental group and a control group. The data of the study was collected via three research instruments: pre-test, immediate and delayed post-tests, and an attitudinal questionnaire. A pre-test was given to both groups at the beginning of the study to ensure that they were equivalent. Proceeding this, the experimental group was instructed using humorous videos, while the control group was instructed in the traditional method. Finally, both groups underwent post-tests to measure the performance effects on two levels of idiomatic knowledge: recall and transfer. Results showed that there was a statistically significant difference between the performance of the experimental group and the control group; indicating a positive effect on the experimental group’s recall and transfer. Thus, the study concludes that the use of humorous videos appears to improve learners’ ability to understand and remember English idioms, in addition to indicating that learners hold a positive attitude towards learning idioms through humorous videos as a multimedia instructional method.

The efficacy of CALL glossing on EFL learners' idiom learning

The aim of this research is to investigate which CALL glossing modes (text only, text plus audio, and text plus video clips) are effective for learners' idiom acquisition. Ninety-nine intermediate-level first-year students from a university in China were divided into three groups. In order to determine if CALL glossing had any effect on students' idiom learning, pre- and post-idiom tests were administered. In addition, all the participants completed a questionnaire and five participants from each group completed face-to-face interviews to understand learners' perceptions of different CALL glosses. The results indicated that all three glossing modes promoted idiom acquisition; specifically, text with video glossing mode was more effective than text plus audio glosses and text only glossing mode. These results offer pedagogical implications for idiom teaching and learning, and also provide valuable insights for education in the future.

Yabancı Uyruklu Üniversite Öğrencilerinin Türkçe Deyimleri Öğrenmeleri Sürecinde Bağlam Temelli Öğrenme

This research examines international university students' experiences learning Turkish idioms in context-based learning (CBL) digital environment. Twelve international students studying at Fırat University and nine students whose native language does Turkish voluntarily participate in the study. In this study, in which quantitative and qualitative data were collected, the embedded mixed method research design was used to examine how individual and collaborative efforts of international students in context-based learning-based environments support their learning of Turkish idioms. Four sources were identified for the data of the study: (1) log data, (2) focus group interview data, (3) Turkish idiom achievement test, and (4) follow-up interview. Analysis of its data proved that the context-based e-learning environment constitutes an effective language-learning process. The study presents a very effective presentation of a context-based learning environment in the digital environment and the change in student behaviors and performances. This study, which shows the social constructivist approach in general and the effectiveness of CBL in particular, advocates the importance of peer support and collaboration.

“Хүн” ойлголт өвөрмөц хэллэгт илрэх нь

In this paper, written in the spirit of anthropological linguistics paradigm of anthropocentrism is used as a principle of research "in the language of man ', and more specifically man in phraseology. Idioms, being a special and indivisible part of a language, are the crystallization of anthropology. With the development of globalization, idioms play an increasingly important role in spreading national culture. Due to its special and close relationship with culture, idioms are very difficult to learn. In view of the difficulty in and significance of idiom learning, due attention and efforts should be given to the cultural comparison and contrast between Mongolian, Russian and English idioms. By introducing the knowledge of idioms, the article analyzes idioms as a topic to be studied in anthropology. It starts with an introduction which includes basic knowledge of idioms. Meanwhile, many examples are cited to illustrate.

THE LINGUISTIC CONSTRUCTION OF IDIOMS IN TV DRAMA: THE SIGNIFICANCE OF TEACHING IDIOMS TO IRAQI LEARNERS OF ENGLISH

As English is heavily idiomatic, this paper attempts to answer the question how Iraqi learners can better understand and speak English when interacting with native speakers of English from hearing and being exposed to constructed dialogue in TV drama. Hence, the paper has two focal points: the linguistic (semantic and syntactic) construction of idioms in dialogue scripted for the screen and the problems that Iraqi learners encounter in learning English idioms and fixed expressions. An idiom is the assigning of a new meaning to a group of words which already have their own meaning. Idioms can be easily identified with the familiar parts of speech. Thus, some idioms are clearly verbal in nature: "figure out/shy away from," an equally large number are nominal in nature: "feet of clay", many are adjectives: "butterflies in my stomach," and many are adverbial: "high and dry." These idioms which correlate with the familiar parts of speech can be called "lexemic idioms." The other most important group of idioms are of larger size. Often they are an entire clause in length: "have the guts," "have the stomach for," "to be caught between the rock and a hard place. As the English of advanced students, while grammatically, phonologically, and lexically correct, may sound rather bookish and pedantic to a native speaker. Iraqi learners have difficulties in understanding idioms for a number of reasons: idioms have figurative unpredictable meaning, distinctive cultural features, they exist in large numbers and thus difficult to memorize, lack of frequent use, and inadequate method of learning idioms. The study shows that learning idioms in the appropriate context of situation will result in learners' understanding and speaking better and more fluent English. The study hence not only contributes to the fields of linguistic stylistics and media studies, but also to applied linguistics and pragmatics, in particular through revising the concept and meaning of idioms.

The Impact of Using Short Films on Learning Idioms in EFL Classes

Having a good command of idioms of a foreign language is regarded as an important element in mastering that language. However, due to their opaque nature, extracting idioms’ figurative meaning appears to be a challenging endeavor for most foreign language learners. Grounded in the cognitive theory of multimedia learning, this study aimed to investigate the extent to which using short films has an impact on Saudi EFL learners’ receptive knowledge of idioms. Data were collected from 84 female undergraduate students at a university in Saudi Arabia using a pre- and post-test, a questionnaire, and a semi-structured interview. The findings revealed that the participants in the short films group significantly outperformed their counterparts in the blogger group. Moreover, the findings also showed that the participants had positive attitudes toward using short films to study idioms. In attempting to tackle the issue of how English idioms can be learned and taught effectively in the language classroom, the research findings provide helpful insights for both EFL teachers, learners, and curriculum designers. It is recommended for English teachers to become more acquainted with and adopt more flexible and engaging pedagogical methods such as short films in teaching idiomatic expressions to their learners. Employing short films as a complementary teaching material can further ease the burden of idiom learning and create a more motivating and engaging learning environment for the learner.

LEARNING IDIOMS FOR ENGLISH MAJORS: VIETNAMESE STUDENTS’ PERCEPTIONS OF DIFFICULTIES AND LEARNING STRATEGIES

Learning idioms play an influential role in language generally and in English notably. Comprehending idioms assists language learners in integrating culture, enhancing skills, and ameliorating English levels. Numerous studies have analyzed the function of idioms in second language acquisition (Cieślicka, 2015). This study investigates the difficulties and strategies used in learning idioms by English-majored students at a regional public university (PU) in the south of Vietnam. This paper furnishes data showing learners’ perceptions of facing complications and learning methods. The samples consisted of 150 undergraduate EFL students from English-medium instruction programs. The data was analyzed by utilizing descriptive and inferential statistics. The findings reveal that students struggle to understand idiomatic terms without specific, understandable contexts. Furthermore, the results indicate that the most frequently employed strategies are guessing the meaning of idioms, learning idioms through keywords, and learning from a range of sources, particularly via media. The findings also mentioned that low-proficiency and high-proficiency students encounter identical challenges, with no significant differences. The study's results revealed that the majority of students have difficulty acquiring, recognizing, and interpreting idioms. The findings indicated that guessing the implication of idioms is the most used strategy.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0587/a.php" alt="Hit counter" /></p>

Relationship between Skills and Efficiency of Learning Vietnamese by Cognitive Technology: A Case Study of Foreigners Student in Vietnam Universities

Since Vietnam is integrating internationally in all aspects of social life, more and more foreigners are learning Vietnamese. However, there are still very few quantitative studies on the effective teaching and learning of Vietnamese idioms. This study aims to fill the theoretical gap and provide more evidence on the relationship between skills and effectiveness in learning Vietnamese phrases. This study was conducted through a cross-sectional survey using purposeful sampling (n=100). The multivariate linear regression analysis technique is applied to prove the hypotheses. The R language is used to analyze research data. Research results show that problem-solving, general, and synthetic thinking skills have a positive and meaningful impact on the effectiveness of learning Vietnamese idioms. The results of this study continue to confirm the role of cognitive techniques in learning idioms as the results of previous studies.

Factors Affecting the Efficiency of Teaching the Vietnamese Idioms to Foreigners Based on the Principle of Combined Cognition and Culture

Since Vietnam is integrating internationally in all aspects of social life, more and more foreigners are learning Vietnamese. However, there are still very few quantitative studies on teaching and learning Vietnamese idioms effectively. This study aims to fill the theoretical gap and provide more evidence on the factors affecting Vietnamese idiom learning effectiveness. This study was conducted through a cross-sectional survey using a targeted sampling technique (n=100). The multiple linear regression models is applied to prove the hypotheses. The R language is used to analyze research data. The research results show that the willingness to learn Vietnamese and the strategy to learn Vietnamese have a positive and significant impact on the effectiveness of learning Vietnamese idioms. The results of this study continue to confirm the role of cognitive techniques in learning idioms as the results of previous studies.

Ubiquitous English Idiom Learning Through Mobile Applications: Learning Outcomes, Motivation, Anxiety, and Behavioral Patterns

Ubiquitous English Idiom Learning Through Mobile Applications: Learning Outcomes, Motivation, Anxiety, and Behavioral Patterns

The Relationship between Idiomatic Usage and University of Bahrain Students’ Proficiency in English Language

The aim of this study was to find out whether there is a correlation between UoB students’ English Language Proficiency (LP) and their Idiomatic Competency (IC). In addition, to determine whether culture plays an important role in influencing the students' understanding of idioms. Furthermore, to assess how far the current situation of teaching and learning the English language affects the process of developing IC. And to find out any difficulties and shortcomings of teaching and learning idioms at UoB. Reviewing the previous studies in the field of idiomatic language usage showed that the issue of the correlation between learners' LP and their IC is controversial. This study investigated the controversy around the issue in order to explore the UoB students and to examine whether there is a significant correlation between their LP and IC. The researcher selected a sample of students who sat for a proficiency test along with a test for idiomatic language. Two questionnaires were administered to elicit the UoB students' and teachers' views on the importance of the use of idiomatic expressions in a classroom. The researcher compared scores from both teachers' and students' LP test and their idiomatic language tests. She also measured the effect of culture on the ability to comprehend idiomatic expressions. She examined the current situation of teaching the English language and its role in the learners’ comprehension of idiomatic expressions. She discussed the difficulties faced by the UoB’s students in learning idioms. The study found that there is a significant correlation between UoB students' LP and their IC. In addition, culture plays a huge role in influencing teaching and learning idioms. Both teachers and students encounter some difficulties in teaching and learning idioms in the classroom.

Using Instagram for Teaching Idioms to Iranian Upper-intermediate EFL Learners

In this study, the efficacy of using Instagram as a smartphone assisting tool on teaching idioms to Iranian upper-intermediate EFL learners was examined. Oxford Placement Test (OPT) was utilized to determine the level of the learner's proficiency. Then, 60 selected participants were divided into two groups namely experimental and control groups. The learners in the experimental group learned idioms through Instagram (pictures, examples, and texts) and the learners in the control group learned them through the traditional method (texts, meaning, and examples). T-test was used to determine the significance of the experimental group improvement in learning idioms compared with the control group. The findings showed that the experimental group learners outperformed the control group learners and the increase in their scores was significant showing that Instagram is a good application for learning idioms. The results of this study might be useful for both EFL students and professors to learn and teach better.