scholarly journals Using Conceptual Metaphors Manifested in Disney Movies to Teach English Idiomatic Expressions to Young Iranian EFL Learners

2014 ◽  
Vol 98 ◽  
pp. 999-1008 ◽  
Author(s):  
Arefeh Sadat Khoshniyat ◽  
Hamid Reza Dowlatabadi
Keyword(s):  
Conceptual Metaphors ◽  
Efl Learners ◽  
Idiomatic Expressions

Iranian EFL Learners' Cognitive Styles and Their Explanations of Conceptual Metaphors

2018 ◽  
Vol 8 (1) ◽  
pp. 68-78
Author(s):  
Somaye Piri ◽  
Dara Tafazoli
Keyword(s):  
Data Analysis ◽  
Individual Differences ◽  
Test Data ◽  
Cognitive Styles ◽  
Target Domain ◽  
Conceptual Metaphors ◽  
Efl Learners ◽  
Source Domain ◽  
Metaphor Processing

The current study aims to investigate Iranian EFL learners' cognitive styles and their explanations of conceptual metaphors, offering a possible range of individual differences in metaphor processing. 71 participants were asked to explain some established conceptual metaphors that are commonly used in English. Then, their cognitive styles were classified into “analytic” or “holistic” and “imager” or “verbalizer” by means of cognitive styles test. Data analysis revealed that 29 participants (40.85%) explained the three conceptual metaphors by making structural correspondences between source and target domain. Moreover, 20 participants (28.17%) explained at least one of the metaphors by applying elements which were not part of the source domain. The results of the experiment revealed that learners with “holistic” cognitive styles were more likely to blend their conception of the target domain with the source domain in comparison to participants with “analytic” styles; also, “imagers” were more likely than “verbalizers” to refer to stereotypical images to explain the metaphors.

scholarly journals The Metaphorical Use of Collocations: A Corpus-Based Study

2019 ◽  
Vol 9 (3) ◽  
pp. 107
Author(s):  
Yanqin Cheng
Keyword(s):  
Physical World ◽  
English Word ◽  
Human Beings ◽  
Conceptual Metaphors ◽  
Bodily Experience ◽  
Efl Learners ◽  
The World ◽  
British National Corpus ◽  
Insight Into ◽  
National Corpus

The meanings of collocations, which have been accepted as an abstraction at the syntagmatic level, may have been defined by the way human beings conceptualize the world. The patterns in the use of the English word “contain” are summarized using the British National Corpus and an attempt is made to use conceptual metaphors to interpret how these patterns came into being and how they could have derived from human beings’ earliest bodily experience in the physical world. Such insight into English collocations may help improve the teaching of collocations to EFL learners.

scholarly journals EFL LEARNERS’ PRODUCTION OF IDIOMATIC EXPRESSIONS IN SPEAKING

2020 ◽  
Vol 4 (2) ◽  
pp. 379-390
Author(s):  
Yunie Amalia Rakhmyta ◽  
Rusmiati
Keyword(s):  
Qualitative Method ◽  
Literal Meaning ◽  
English Department ◽  
Efl Learners ◽  
Spoken English ◽  
Idiomatic Expressions ◽  
Phrasal Verb ◽  
Descriptive Qualitative

Idiomatic expressions are expressions whose meanings cannot be derived from their literal meaning. Thus, it is viewed as a challenging part for EFL learners in either understanding or practicing them. However, using them in oral spoken adequately signifies that someone is a proficient English user. This research is carried out to depict the learner's application of idiomatic expressions in spoken English. It is performed to address the accompanying examination questions: (1) Do EFL learners of the English Department in IAIN Takengon use idiomatic expressions in speaking? (2) What type of idioms do they produce in speaking? (3) What is the most frequently used idiom type in their speaking?. 20 students' recordings were collected and analyzed using the descriptive qualitative method. The result shows that the learners use idiomatic expressions. The learners produced only three types of idiomatic expressions, namely phrasal verb idiom, tournures idiom, and irreversible compound idiom. Of all, phrasal verb idiom is the most frequently used. It is suggested that the learners are encouraged to be exposed to English more often to apply more idiomatic expressions in their speaking.

scholarly journals دراسة اداء المتعلمين العراقيين للغة الانكليزية لغة اجنبية في استخدام العبارات الاصطلاحية

2019 ◽  
Vol 58 (2) ◽  
pp. 67-84
Author(s):  
Ahmed Jundi Ali ◽  
ZeenaAbid Ali Dawood
Keyword(s):  
Efl Learners ◽  
Linguistic Unit ◽  
Efl Teachers ◽  
Idiomatic Expressions ◽  
Problematic Area ◽  
Recognition Level ◽  
The Given ◽  
Modern Standard ◽  
The Way

This research is devoted to study the performance of Iraqi  EFL learners with reference to  idiomatic expressions in modern Standard English.By  definition , an idiom  is  a  linguistic unit  in  which the meaning of a  given construction cannot  be  understood  from  the  words that  compose  it. Evidence  shows that  English  idiomatic  expressions represent  a  rather  problematic  area  for  EFL  learners . Thus , this  study aims  at theoretically  investigating  the  English  idiomatic  expressions   and  practically  studying  the  Iraqi  EFL  learners'  performance in  dealing  with these  expressions by  means  of  a  specialized  test  designed  for  this  purpose . It  is  hypothesized  that  Iraqi  EFL learners  face  difficulties  in  dealing  with idiomatic expressions in  both  recognition  and  production  levels . The  test  includes  two  questions , each  with  25  items. Results  show  that , at  the  recognition  level ( question 1) , most  Iraqi  EFL  learners  fail  in  recognizing the  idiomatic  expressions , whereas  at  the  recognition  level the  percentage  of  learners  unable  to  employ the  given  idiomatic expressions  increased  including  the  avoided  items , which  are  considered  as  incorrect  in  both  first  and  second  questions . The findings  arrived  at  support  the  above  mentioned  hypothesis . The study ends with some of the  recommendations  for  EFL teachers and learners and the way they encounter   such  expressions  in  spoken  and written English

scholarly journals "An Investigation of the Hierarchy of Realization of English Idiomatic Phraseology by Iraqi Learners of EFL

2018 ◽  
Vol 221 (1) ◽  
pp. 53-78
Author(s):  
Dr. Madeha Saif Al-Deen ◽  
M. Zainab Jihad Abdulqader
Keyword(s):  
Continuous Process ◽  
College Of Education ◽  
General Concept ◽  
Theoretical Background ◽  
Phrasal Verbs ◽  
Efl Learners ◽  
Know How ◽  
Idiomatic Expressions ◽  
Efl Students ◽  
College Grades

There are many idiomatic expressions which constitute major problems for foreign learners of English. Phraseology as a general concept and particularly phrasal verbs are one of these idiomatic expressions. It is undeniable that EFL learners may find it difficult to understand and use idiomatic phraseology and this leads them to avoid using these expressions. The  research aims at knowing to which extent Iraqi EFL students can recognize and produce idiomatic phraseology as a problem for EFL learners and to know how English idiomatic phraseology pass along a continuum of complexity through the college grades. It is argued that there will be some statistical differences among the students of the four grades of English department at College of Education for Women at Tikrit University. 100 students are chosen to be the sample of the research. The research is grounded into two main parts. The first, presents a theoretical background of idioms and phrasal verbs tackling some definitions, types, characterizations and features of idioms and phrasal verbs and the interference between the two concepts. Part two deals with the procedures of the research. The Conclusions indicate that language development is not necessarily a smooth continuous process that takes place all the time. Finally, some conclusions, findings, and suggestions are provided.

Teaching Conceptual Metaphors to EFL Learners in the European Space of Higher Education

2017 ◽  
Vol 5 (1) ◽  
pp. 87-114
Author(s):  
Regina Gutiérrez Pérez
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Cognitive Linguistics ◽  
International Communication ◽  
Teaching English ◽  
Second Language Teaching ◽  
Conceptual Metaphors ◽  
Efl Learners ◽  
Raising Awareness ◽  
Language Context

AbstractThe CEFR encourages a more effective international communication. Given that effective communication in a L2 involves the ability to use metaphors, this figure becomes of prime importance to the teaching of languages. The present study applies a methodology for teaching English metaphors and idioms following the tenets of Cognitive Linguistics (CL). It argues the importance of “metaphoric competence”, and, by a conceptual metaphor awareness method, it advocates the usefulness of teaching metaphors and idioms and its explicit inclusion in a language syllabus aimed at increasing proficiency in L2. This conceptual basis for language is almost entirely unavailable to L2 learners in course books and reference materials. This paper reviews the scope of metaphor and metaphoric competence in the context of second-language teaching and learning, and provides some tips on how to teach metaphors and idioms effectively in a foreign language context. By analizing the systematicity and experiential basis of the expressions subject of study, it offers some pedagogical suggestions and teaching material that can facilitate the acquisition of idiomatic expressions by raising awareness of the conceptual metaphors that underlie them.

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