LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 17:7 July 2017
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Explicit Teaching of English Idioms to Tertiary Learners to
Enhance Idiomatic Knowledge: An Experimental Study

Dr. Sridhar Maisa

Abstract

This paper examined the impact of explicit teaching of idioms to undergraduate learners to enhance their idiomatic knowledge. It was an experimental study and subjects of the study were undergraduate second year students (n=60). Idioms were taught explicitly in context using proper teaching material. Learners were motivated in the present study to learn idioms. Teaching activities and techniques were used to develop learners’ idiomatic knowledge. Pre and post tests were conducted to evaluate the impact of teaching intervention. The research data was test scores (pre- and post-test) and the data was analysed using quantitative method (paired T-test). The experimental study results suggest that explicit teaching of idioms to undergraduate learners can improve their knowledge and use of idioms.

Keywords: Idioms, lexical units, multi-word units, formulaic language, explicit teaching, figurative language, experimental and control group.

1.0 Introduction

The present study claims that it is possible to enhance the vocabulary of the tertiary learners by developing their idiom knowledge. It assumes that the tertiary learners are less proficient in figurative language in general and specifically idioms which would help them in L2 fluency and in the creative use of language. In such context, the present study attempts to enhance tertiary learners’ knowledge of idioms, which might in turn result in better performance of the learners in English (ESL).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Dr. Sridhar Maisa, Ph.D.
Assistant Professor
GITAM University
Doddaballapur
Bengaluru Campus, Karnataka, India
sridharmaisa@gmail.com

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