Recognition and Production of Ambiguous Idioms in English: Socializing learning vs. cognitive linguistic approach
DOR: 20.1001.1.23223898.2021.9.36.13.9
الموضوعات :
Shabnam Abbasnezhad Norouzi 1 , Nasrin Hadidi 2 , Zohreh Seifoori 3
1 - English Language Department, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - English Language Department, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 - English Language Department, Tehran Branch, Islamic Azad University, Tehran, Iran
الکلمات المفتاحية: Ambiguous idioms, cognitive linguistic approach, socializing learning,
ملخص المقالة :
This study aimed at determining the effect of teaching idiom strategies, that is, socializing learning and cognitive linguistic approach, on Iranian EFL learners' recognition and production of ambiguous idioms. To this end, 78 upper-intermediate students of Islamic Azad University, Tabriz Branch, Iran, formed the total population of the study. Then, Proficiency English Test (PET) was administered to ensure the homogeneity of the needed sample. Based on the results of this test, 60 students were selected as the final participants. They were randomly assigned to two experimental groups: WhatsApp socializing group and etymological elaboration group. A pretest was used to ensure the unfamiliarity of the idioms. The criteria for choosing ambiguous idioms were that all ambiguous idioms required to have etymology and could be illustrated using a picture Also, posttests for the recognition and production of ambiguous idioms were used to compare the performance of the two groups. The statistical analysis of results indicated that the etymological elaboration group outperformed the socializing group in both idiom recognition and production. The findings of this research have pedagogical implications for teachers, syllabus designers, and materials developers in using appropriate instructional methods for teaching idioms.
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