Impact of Etymological Elaboration and Captioned Video on Iraqi EFL Learners’ English Idiomatic Expressions Development
Mehdi Sarkhosh
1
(
Department of English, Urmia State University, Urmia, Iran
)
Majid Bani Madhi Al-Saedi
2
(
Department of English, Urmia State University, Urmia, Iran
)
الکلمات المفتاحية: Captioned video, etymological Elaboration, idiomatic development, idiomatic expressions, ,
ملخص المقالة :
This study explored the impact of etymological elaboration and captioned video on the development of English idiomatic expressions among Iraqi EFL learners. Recognizing the significance of idioms in language mastery, the research aimed to identify effective teaching strategies that enhance learners' comprehension and usage of idiomatic expressions. A sample of 70 advanced female learners, aged 19 to 26, was randomly assigned to three groups: an etymological elaboration group, a captioned video group, and a control group. The study employed a pre-test and post-test design to measure idiom familiarity before and after a 10-session treatment program. Results indicated that both etymological elaboration and captioned videos significantly improved idiom learning, with etymological elaboration proving to be the most effective method. The findings highlight the importance of integrating cognitive and multimedia strategies in EFL instruction to facilitate idiomatic expression acquisition. This study explored the impact of etymological elaboration and captioned video on the development of English idiomatic expressions among Iraqi EFL learners. Recognizing the significance of idioms in language mastery, the research aimed to identify effective teaching strategies that enhance learners' comprehension and usage of idiomatic expressions. A sample of 70 advanced female learners, aged 19 to 26, was randomly assigned to three groups: an etymological elaboration group, a captioned video group, and a control group.
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