Etymological Vs. Literal Teaching of Idiomatic Expressions in an EFL Context: No Difference in Retention of Idioms Constituents
سال انتشار: 1399
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 228
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شناسه ملی سند علمی:
JR_IJREE-5-3_001
تاریخ نمایه سازی: 12 بهمن 1399
چکیده مقاله:
In an attempt to profile the effect of two methods of teaching Second Language (L2) idioms, Etymological vs. Literal, a group of English Language learners (n= 14) were selected to participate in this study. It was a within-subjects study and the chosen idioms were taught in 6 sessions regarding the two methods to the same group (each method in three sessions). In the first three sessions, 30 idioms were taught literally. In the next three sessions, 30 other idioms were taught etymologically. Then, their post-tests were performed immediately after instruction. Finally, a delayed posttest was conducted after one-week interval to find out the amount of retention of idioms’ constituents. The results indicated no significant effect in the retention and later production of L2 idioms and their constituents in English as a Foreign Language (EFL) context. Following either of these methods regarding time and goals of instruction can be considered as an implication of this study.
کلیدواژه ها:
idiom ، idiom instruction ، etymology teaching method ، literal teaching method ، idiom instruction ، etymology vs. literal teaching method
نویسندگان
Alireza Atashpanjeh
Department of English Language, School of Medicine, Zahedan University of Medical Sciences and Health Cares, Zahedan, Iran.
Mehdi Haseli Songhori
Islamic Azad University of Zahedan
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