Date: Mar. Abstract This paper examines the different levels of difficulties that bilingual translators face when translating idioms in English and Arabic. It aims to suggest some solutions that tackle the amount of difficulty. Since the world is getting smaller, Arabs became more open minded. They like to read, explore, and gain more knowledge about other cultures, therefore, they started investigating and looking for books and articles that are written in foreign languages.

Author:Zololabar Nikogor
Language:English (Spanish)
Genre:Health and Food
Published (Last):14 March 2018
PDF File Size:18.64 Mb
ePub File Size:19.20 Mb
Price:Free* [*Free Regsitration Required]

Njoroge Abstract The acquisition of idiomatic expressions is one of the primary challenges to learners of English as a Second Language ESL in multilingual contexts such as Kenya; yet, the learners are expected to use these expressions in their writing.

The study on which this paper is based sought to assess the teaching of English idiomatic expressions in Kenyan secondary schools with a view to establishing the challenges teachers face in teaching the expressions and, thereafter, proposing effective strategies that can be applied for effective teaching of English idioms to ESL speakers. Ten teachers of English from both rural and urban secondary schools in Kenya were interviewed to find out the actual practices in their classrooms, the difficulties they face, and the effective strategies they employ for successful teaching of English idioms.

The data collected were qualitatively analyzed. First, the study notes that it is possible to infer semantic relations between the literal sense of individual parts of an idiom and its meaning when interpreting compositional idioms.

Second, there is incongruity between form and meaning when dealing with non compositional idioms since their semantic interpretation cannot be retrieved by means of their constituent parts. The study concludes that an understanding of the etymology of idioms can improve the comprehension and retention of idioms. The study recommends that idioms should be taught effectively in schools because the acquisition of idioms by learners will be an important indicator of their mastery of the English language.

Applied Linguistics, 14 1 , Baker, M. In other words: A course book on translation. London and New York: Routledge. Boers, F. Learning vocabulary through metaphor awareness. Metaphor awareness and vocabulary retention, Applied Linguistics, 21 4 , Etymological elaboration as a strategy for learning idioms. Batia Eds. Formulaic expressions and perceived oral proficiency: Putting a lexical approach to the test. Language Teaching Research, 10 3 , Borg, W.

Education research: An introduction 4th ed. New York: Longman. Educational research: An introduction. Toronto: Longman. Cain, K. Journal of Experimental Child Psychology, 90, Carter, R. Vocabulary: Applied linguistic perspectives. London: Allen and Unwin. Cooper, T. Teaching idioms. Foreign Language Annals, 31 2 , Processing of idioms by L2 learners of English.

Cowie, A. Oxford dictionary of current idiomatic English: Phrase, clause and sentence idioms. Oxford: Oxford University Press. Creswell, J. Research design: Qualitative, quantitative and mixed methods approaches 2nd ed. Thousand Oaks, CA: Sage. Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Ohio: Pearson. Dunmore, D. Using contextual clues to infer word meaning: An evaluation of current exercise types.

Reading in a Foreign Language, 6 1 , Gardner, R. An instrumental motivation in language study. Studies in Second Language Acquisition, 13 1 , Gibbs, R.

Journal of Child Language, 14, The poetics of mind: Figurative thought, language, and understanding. Cambridge: Cambridge University Press. Gibbs R. Metaphor in idiom comprehension. Journal of Memory and Language, 37, How to kick the bucket and not decompose: Analyzability and idiom processing.

Journal of Memory and Language, 28, Embodiment and cognitive science, Cambridge: Cambridge University Press. Gillham, B. Research interviewing: The range of techniques. Maidenhead, England: Open University Press. Irujo, S. A piece of cake: Learning and teaching idioms. ELT Journal, 40 3 , Keysar, B. M Swimming against the current: Do idioms reflect conceptual structure? Journal of Pragmatics, 31, Using conceptual metaphors in teaching idioms in a foreign language context.

Kothari, C. Research methodology: Methods and techniques 2nd ed. Metaphor: A practical introduction. Idioms: A view from cognitive semantics. Applied Linguistics, 17 3 , Kurt, İ. Ankara: Mas Press. Lakoff, G. Metaphors we live by. Chicago: University of Chicago Press. Lennon, P. Approaches to the teaching of idiomatic language. IRAL, 36 1 , Liontas, J. Context and idiom understanding in second languages. Luk, R. Computer-assisted learning of Chinese idioms.

Journal of Computer Assisted Learning, 14, 2— Marshall, C. Designing qualitative research. London: Sage Publications. Merriam, S. Qualitative research and case study applications in education. San Francisco, Calif: Jossey-Bass. Moon, R. Vocabulary connections: Multi-word items in English.

McCarthy eds. Vocabulary connections: multi-word items in English. Schmitt and M. McCarthy Eds. Nation, P.


English Idioms And How To Use Them

Oxford: Oxford University Press. There is a wealth of information on fixed expressions and idioms, in addition to straightforward lexical, grammatical, and phonetic information between its covers. Students cannot afford to be without a copy. A must for teachers. Longman Dictionary of Contemporary English.


Fixed Expressions



English Idioms : And How to Use Them by Jennifer Seidl and W. McMordie (1978, Hardcover)



English Idioms by Jennifer Seidl and W. McMordie (1989, UK-Paperback, Revised)


Related Articles