Idioms are an important factor in native-like discourse by an English as a foreign language (EFL) speaker. According to Fernando (1996) “the sheer number of idioms and their high frequency in discourse make them an important aspect of vocabulary acquisition and language learning in general”. Many linguists claim that idioms require special attention in language programs and should not be relegated to a position of secondary importance in the curriculum.
However, classroom learning of EFL is - at least in Germany - not very concerned with the teaching of idioms and fixed expressions, as analyses from current and historical textbooks have shown. This results in the necessity for the teacher to make up own exercises or series of lessons to put the teaching of fixed expressions into the curriculum. The cognitive approach to language learning provides useful aspects and implications on how to organize idiom learning in a classroom context.
The aim of our paper is to use the cognitive linguistics approach towards idioms and other fixed expressions in English to analyse different homepages on the World Wide Web. In order to do this we will first present a short survey of different cognitive approaches to idioms and their didactic implications for teaching exercises. We will then go on with an analysis of six websites with respect to how the content, structure and exercises follow the implications given by the presented cognitive approaches.
After a discussion of the positive and negative aspects we found on the web, we try to give a proposition on how an idiom learning website could be structured and how exercises could look like, when they try to follow a cognitive approach.
Table of Contents
1 Introduction
2 Theoretical approaches
2.1 Transfer in idiom learning
2.2 Cognitive semantics and the arrangement of idiom dictionaries
2.3 The scale of idiomaticity and the role of (conceptual) metaphors
2.4 Teaching implications for collocations
3 Analysis of current e-learning websites for idioms
3.1 http://english-zone.com
3.2 http://esl.about.com
3.3 www.idiomconnection.com
3.4 http://www.readwritethink.org/materials/idioms
3.5 http://a4esl.org/q/h/idioms.html
3.6 www.akademie.de/fuehrung-organisation/management/kurse/englische-korrespondenz/erfolgskontrolle/idioms-test.html
4 Summary and outlook
5 Conclusion
6 References
Research Objectives and Key Topics
This paper investigates the role of cognitive linguistics in the teaching of English idioms and fixed expressions, specifically examining how these theoretical approaches are implemented within existing web-based learning platforms to improve student acquisition of idiomatic language.
- Application of cognitive linguistic theories to language teaching
- Analysis and evaluation of six prominent ESL idiom learning websites
- Pedagogical impact of positive vs. negative linguistic transfer
- Importance of metaphor-based organization in idiom learning
- Proposals for integrating web-based exercises into school curricula
Excerpt from the Book
2.2 Cognitive semantics and the arrangement of idiom dictionaries
Kövecses (2001) gives a detailed account of the usability of conceptual metaphors in foreign language teaching (FLT). He points out that the central theme underlying cognitive linguistics is the concept of “motivated meaning”. This concept is shown to be useful in the context of learning and teaching idioms. Kövecses focuses on five different areas on where the cognitivistic approach can provide answers. However, for the purpose of this paper we would like to focus on two things. Firstly we concentrate on his findings of what the most common idioms are and secondly on his account of an “ideal” arrangement for idiom dictionaries, because it could give us hints also for the arrangement of an e-learning website.
Based on the cognitive approach he predicts that those are the most common idioms that have a source, that can be experienced most directly (ibid., 88), which therefore should be the human body, especially the hand. This prediction was proven by some empiric studies that e.g. counted body metaphors in an idiom dictionary. One of these has shown that about one sixth of all the listed idioms were related to the human body (ibid, 89). He therefore claims that idioms that have to do with the human body should be in the foreground of FLT.
The conceptual organization related to the processing of idioms should provide the basis for an arrangement of idioms. This means, that the source as well as the target domain of an idiom and its corresponding conceptual metaphor should be incorporated in a system, by which dictionaries (and for our case: learner websites) should be arranged.
Summary of Chapters
1 Introduction: This chapter highlights the significance of idioms in language acquisition and introduces the paper's aim to evaluate web-based resources through a cognitive linguistic lens.
2 Theoretical approaches: This chapter outlines foundational theories regarding linguistic transfer, cognitive semantics, and idiomatic scale, which serve as criteria for the subsequent website analysis.
3 Analysis of current e-learning websites for idioms: This section provides a detailed review of six specific websites, evaluating their content, structure, and effectiveness in teaching idioms based on cognitive approaches.
4 Summary and outlook: This chapter synthesizes the findings from the website analysis and proposes recommendations for more effective, school-integrated idiom learning platforms.
5 Conclusion: This section summarizes the main arguments, emphasizing that while online tools are useful, they should complement, not replace, classroom-based idiom instruction.
6 References: Provides the academic bibliography supporting the research.
Keywords
English as a Foreign Language, Idioms, Cognitive Linguistics, Language Acquisition, E-learning, Linguistic Transfer, Conceptual Metaphors, Pedagogical Implications, Collocations, Web-based Exercises, Language Teaching, Didactics, Idiomaticity, Second Language Learning.
Frequently Asked Questions
What is the fundamental focus of this academic work?
The work focuses on how cognitive linguistic theories, such as metaphorical processing and linguistic transfer, can improve the quality and effectiveness of web-based exercises for teaching English idioms to foreign language learners.
What are the central thematic fields covered in the research?
The primary themes include cognitive approaches to vocabulary learning, the distinction between fixed expressions and collocations, the evaluation of digital learning platforms, and the pedagogical integration of idioms into school curricula.
What is the primary research goal of the paper?
The main goal is to evaluate existing idiom-learning websites against cognitive linguistic principles and to propose a structured model for how such websites should be designed to better support student learning.
Which scientific methods are employed for the analysis?
The authors employ a qualitative analysis method, evaluating six specific e-learning websites by comparing their pedagogical design and structure against theoretical claims made by researchers like Irujo, Kövecses, Lennon, and Nesselhauf.
What core content is discussed in the main chapters?
The main chapters review the theoretical basis of idiom learning, perform a comparative analysis of selected ESL websites (such as english-zone.com and idiomconnection.com), and propose a framework for future educational software development.
Which keywords best characterize the study?
Key terms include idiomatic language, EFL, cognitive semantics, pedagogical design, language transfer, and web-based teaching.
How do the authors suggest that websites currently fail students?
The authors argue that many current websites rely too heavily on basic multiple-choice quizzes, lack a metaphor-based organizational structure, and fail to provide the necessary context to help students transfer learning effectively.
Why is the concept of "transfer" so significant to the authors?
The authors emphasize transfer because it leverages the learner's existing knowledge from their first language, which can facilitate the faster and more accurate acquisition of idiomatic expressions in English.
- Quote paper
- Diplom Sportwissenschaftler Dirk Steines (Author), Bernadette Goertz (Author), 2006, Idioms and fixed expressions - Implications of cognitive linguistics for the selection of web-based teaching exercises, Munich, GRIN Verlag, https://www.grin.com/document/74500
