Developing Idiomatic Competence in the ESOL Classroom: A Pragmatic Account

Liontas, John I.

doi:10.1002/tesj.230

Cited by 26 publications

(18 citation statements)

References 82 publications

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“…According to Afify (2018), few studies have examined how infographics can improve learning outcomes. In addition, idioms learning and instruction has not received ample attention, given Copyright © 2020, author, e-ISSN: 2502-6747, p-ISSN: 2301-9468 that the relevant studies have not yielded clear practical implications (Liontas, 2015 ( . Furthermore, research that has explored EFL learners' attitudes toward the use of infographics for learning English idioms is scarce.…”

Section: Purpose Of the Study And Research Questionsmentioning

confidence: 99%

Static infographics effects on the receptive knowledge of idiomatic expressions

Alrajhi

2020

Indonesian J. Appl. Linguist.

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Idiomatic expressions are essential components of EFL learners’ linguistic repertoire. Nevertheless, learning such inherently perplexing language constructs poses a challenge to learners. Therefore, the present study was motivated by examining a modern tool (infographics) that is relatively under-researched in EFL settings and potentially conducive to fruitful vocabulary learning. Grounded in dual coding (DCT) and cognitive load (CLT) theories, this study aims to examine the effectiveness of visualizing English idioms via static infographics. Data were collected using three instruments (a pre-/post-test, an attitude questionnaire, and semi-structured interviews) in a mixed-method design. The participants consisted of 78 Arabic speaking students at a Saudi university. Divided equally into two groups, these participants were instructed to learn 60 idioms in five computer-mediated sessions. Students in the control group studied the target idioms via online texts, whereas those in the experimental group studied them via online static infographics. The findings show that despite the significant increase in the post-test scores of both groups, the treatment group outperformed the control group as indicated by the statistically significant difference in scores. Consequently, the findings signify a high potential of static infographics to foster receptive knowledge of idioms. Moreover, the participants show positive attitudes toward the utility of static infographics on learning idioms. Meanwhile, the qualitative findings reveal a number of compelling factors induced by productive constituents and adequate content of the infographics. Those factors are conducive to effective learning and retention, triggering motivation and interests, promoting autonomous and efficient learning, and attracting learners’ attention.

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Section: Purpose Of the Study And Research Questionsmentioning

confidence: 99%

Static infographics effects on the receptive knowledge of idiomatic expressions

Alrajhi

2020

Indonesian J. Appl. Linguist.

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“…For the teaching of not only the native tongue but also a foreign language, the ability to use idioms properly is a prerequisite of speaking and writing well in that language (Hinkel, 2017;Liontas, 2015). Bearing this in mind, the notion of idioms stands as a significant subject for teaching foreign language, since idioms are necessary for achieving linguistic competence, not to mention that they serve as the reflectors of culture.…”

Section: Introductionmentioning

confidence: 99%

The frequency of using idioms in writing for the students learning Turkish as a foreign language

Kaya¹,

Yılmaz²

2018

Educ. Res. Rev.

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In foreign language teaching, the transmission of the culture within which the target language grows is as important as teaching new words and grammar. All elements of the culture have their own special places within the vocabulary of the language. Reflecting not only the linguistic structure but also the culture of the society to which they belong, idioms pose utmost importance for foreign language teaching. The aim of this study is to determine the level that Turkish as a Foreign Language students use the idioms they have learnt in the class while writing. To this end, the idioms covered in B2 and C1 level Turkish as a Foreign Language course books have been specified, and the frequency at which the students use these idioms on their writing-based exam papers has been determined. Therefore, the questions whether the students are able to use these idioms or not, and if they do, what type of idioms they prefer to use in terms of semantics, have been addressed within this study. Following that, samples of linguistic activities that can be employed for teaching idioms have also been proposed hereby.

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“…The second component of figurative competence is idiomatic competence. This term refers to the ability to comprehend and produce idioms accurately and appropriately in a wide range of contexts and includes both linguistic and pragmatic knowledge (Liontas, 2015). There is a large body of research evidence suggesting that figurative competence is an important aspect of L2 fluency (e.g.…”

Section: Ioannis Galantomosmentioning

confidence: 99%

“…Metaphorical density is an index that calculates the number of metaphorical expression in learners' written speech as a percentage of the total number of sentences (Kecskes & Papp, 2000b). The concepts related to idiomaticity are introduced by Liontas (2015). Idiomatic performance consists of linguistic and pragmatic knowledge in comprehending and producing idioms subject to contextual factors.…”

Section: Ioannis Galantomosmentioning

confidence: 99%

Applied Cognitive Linguistics: What Every Language Practitioner Should Know

Galantomos¹

2019

JFLCC

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The goal of this paper is twofold. First, to discuss the basics of Cognitive Science/Linguistics and second, to acknowledge its applications to second language pedagogy within the framework of Applied Cognitive Linguistics. Cognitive Linguistics is a theory of language which explains language learning in terms of communication, cognition and their relation to physical, spatial and social world. Ample research data suggest that a cognitive linguistic-based conceptualization of an L2 moves both language instructors and learners away from traditional distinctions, such as the lexicon-grammar dichotomy and highlight the systematicity that underlies various language structures. In this regard, introducing a cognitive linguistic-based instruction gives rise to and redefines new/current concepts and teaching techniques, such as conceptual fluency, motivation, figurative, metaphorical and idiomatic competence respectively, metaphorical density and intelligence, conceptual syllabus and pedagogical grammar. These concepts and their content, taken altogether, are expected to facilitate L2 classroom practice.

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Developing Idiomatic Competence in the ESOL Classroom: A Pragmatic Account

Cited by 26 publications

References 82 publications

Static infographics effects on the receptive knowledge of idiomatic expressions

Static infographics effects on the receptive knowledge of idiomatic expressions

The frequency of using idioms in writing for the students learning Turkish as a foreign language

Applied Cognitive Linguistics: What Every Language Practitioner Should Know

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