An Empirical Study on Chinese EFL Learners’ Processing of English Animal Idioms

Gan, Xiaoli

doi:10.4304/jltr.5.4.935-941

Cited by 2 publications

(2 citation statements)

References 13 publications

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“…However, other researchers, such as Gibbs & Nayak (1989) (Zyzik, 2011). According to Gan (2014), idioms "range along a continuum of compositionality or analyzability" (p. 935).…”

Section: B Characteristics Of Idiomsmentioning

confidence: 99%

An Empirical Study of Ecuadorian University EFL Learners’ Comprehension of English Idioms Using a Multimodal Teaching Approach

Freyn

Gross

2017

TPLS

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Abstract-The present study investigated the effect of using a multimodal teaching approach toward teaching English idioms to Ecuadorian EFL students. The control group was taught 20 English idioms using a traditional teaching method and the experimental group was taught the same 20 English idioms using a multimodal teaching approach. An idiom comprehension quiz was administered to both groups with the experimental group scoring significantly higher than the control group. The study provides pedagogical suggestions on using a multimodal approach to teaching English idioms.

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“…However, other researchers, such as Gibbs & Nayak (1989) (Zyzik, 2011). According to Gan (2014), idioms "range along a continuum of compositionality or analyzability" (p. 935).…”

Section: B Characteristics Of Idiomsmentioning

confidence: 99%

An Empirical Study of Ecuadorian University EFL Learners’ Comprehension of English Idioms Using a Multimodal Teaching Approach

Freyn

Gross

2017

TPLS

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“…These studies used a control group who only received idiom education via rote memorization and compared it to their hypothetical works. The two outliers tracked records of idiomatic usage and improvement over time, which is to say that they contrasted usage of students who had different lengths of English study, but did not test against different teaching methods (Xiaoli 2014;Kaisheng 2016). All these papers except one suggest that it is the understanding of metaphorical and etymological background that best aids EFL students in Chinese contexts, as opposed to the more traditional rote memorization.…”

Section: Findings Comprehension/retentionmentioning

confidence: 99%

Idioms in Chinese EFL Contexts: A Review of 2004-2018

Shanahan¹

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This paper reviews the discourse of 21 contemporary papers that focus on idioms in Chinese English as a Foreign Language (EFL) contexts. Key topics are identified: comprehension and retention, motivating factors, familiarity, and student perceptions. Common factors between the papers in each topic are analyzed, and some gaps in the literature identified. This paper further finds which common factors between papers are also common between multiple key topics. It seeks primarily to answer a single research question:❖ Where is the friction in the discourse between the East and the West, and how does it impact idiom EFL education in Chinese contexts?The key topics are: comprehension and retention, etymological motivation, familiarity, and student perceptions. This paper finds remarkably little friction from Chinese researchers against Western ideas for idiom education. This paper concludes with some speculation as to why this is the case. Thus this research paper aims to answer the question:❖ Where is the friction in the discourse between the East and the West, and how does it impact idiom EFL education in Chinese contexts?One would expect to see as much pushback against Western methods in idiom education as one sees in EFL pedagogy in general. This paper will answer the central research question by tracing EFL idiom education discourse and four specific aspects: comprehension and retention, motivating factors, familiarity, and student perceptions.

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An Empirical Study on Chinese EFL Learners’ Processing of English Animal Idioms

Cited by 2 publications

References 13 publications

An Empirical Study of Ecuadorian University EFL Learners’ Comprehension of English Idioms Using a Multimodal Teaching Approach

An Empirical Study of Ecuadorian University EFL Learners’ Comprehension of English Idioms Using a Multimodal Teaching Approach

Idioms in Chinese EFL Contexts: A Review of 2004-2018

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