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Australian idioms.
The Australian version of English was created in the process
of historical development of the country. The first settlers introduced northern
accents, into the Australian version. They distributed a simplified version of the
English language, as they did not have an education. Also, Australian English
developed under the influence of local Aboriginal residents. As a result, a new
version of the English language was created with its pronunciation, vocabulary
atypical for the English language and certain violations in grammatical structures
[1]. Idioms are characteristic of this country also appeared, for example:
As used
as lips on a chicken
-politic. In those whom nature
endowed with a beak, there is no need for lips. Things and people about whom
they say "as used as lips on a chicken" are just as useless. Those who know
Russian should not explain how to use this expression: we have a very similar
“как козе баян”
. They are absolutely identical in meaning and application. ―To
see which way the cat jumps‖ – (―
занимать выжидательную позицию
‖
)
postpone the decision until the circumstances change. This expression has a very
wide application,
Australians look, "where the cat will jump," in situations, when
the Russians say
«будем решать проблемы по мере их поступления»,
«посмотрим», «как пойдет» и «как Бог на душу положит».
2. The Cognitive Linguistic Approach to the Idioms in English and Russian.
In the 1970th years the early pioneers were dissatisfied with the existing
approaches to language. As a result they created The Cognitive Linguistic
approach which is a part of modern school of a linguistic thought. In a research of
this approach the active role was played by group of scientists from the USA.
Besides, in the 1980th years of CL became a research object in Europe. Now CL is
one of the most quickly extending schools of theoretical linguistics in the world.
(Evans 2007: 6-7). Cognitive Linguistic approach is based on the social and
physical world and also communication between cognitive processes and language
(Tyler 2012:6). Evans (2007:22) told that he "attaches CL the central significance
of a role of sense". Evans (2007:22) considered that it by CL not the theory, and
most likely has to be considered as approach. Moreover, cognitive linguists make
efforts to find systematicity in language and forms of thinking. Besides, cognitive
linguistic approach also means need of storing of some vocabulary, but offers
approach which allows to consider lexical items motivated that means reflection of
regularities which act as the scheme for learning of new words (Tyler 2012: 6-7).
Tyler considered that (2012:7) is important systematicity in training in language
because it will facilitate interpretation and storing of lexical items for the people
learning language.
Evans and Green (2006: 48-49) divided cognitive linguistics into two areas:
cognitive approaches to grammar and cognitive semantics. Evans and Green (2006:
48-49) say that: "cognitive semantics used language as a lens through which it is
possible to investigate these cognitive phenomena". In opinion Bursa (2011:257 -
258), in training of figurative phrases the huge role is played by cognitive semantic
ways as they help comprehend and to remember these phrases.
Therefore, cognitive-linguistic approach is necessary for maintaining of values of
phrases by students, but is unacceptable for storing of a form of phrases (Drills of
2011). Nevertheless, Evans and Green (2006: 48-49) claim that cognitive
approaches to grammar and cognitive semantics two areas supplementing each
other and it isn't necessary to perceive them as certain areas of a research. Several
researchers, including Cherteris-Black, Chen and Lai investigated ways of use CL
approach in teaching figurative language and also as a training method. Therefore,
CL approach it is necessary for studying tropes. Kyomyur and Tsimen (2009: 214-
215), investigated CL approach in teaching idioms and came to opinion that use of
conceptual metaphors develops not only critical thinking, but also problem-
solving. However, their results showed what CL approach is entertaining and
interesting an EFL class. Scientists conducted researches and came to a conclusion
that pupils consider this approach very useful, he helps to keep the entertaining
atmosphere with a class. Besides, CL approach in a class of a foreign language
improves understanding of figurative language, scientists claim that the traditional
method of storing of words by means of the translations is less effective, than
understanding by pupils of the motives which are the cornerstone of values helps to
remember figurative phrases better. Rodriguez and Moreno (200 9: 246-248) made
an experiment, using conceptual metaphors when training in idioms and also using
Disney movies. Usually pupils show huge interest in viewing these movies. Their
purpose was to draw attention of students to an emotional condition of characters,
therefore decided to use Disney's movies. In my opinion use of conceptual
metaphors is an excellent method, but leaving of a large number of time and efforts
is a lack of this method. Besides, processing of material and creation of
communications between conceptual metaphors can be labor-consuming. This
thesis is based generally on two researches in details - Zoltan Kövecses "" the
Cognitive linguistic view of training in idioms in the context of FLT "", carried out
in 2000, and Yi-chen Chen Chen and Huei-ling Lai "" Training in the English
idioms as to metaphors through the cognitive focused method: a case in EFL.
These researches played a huge role in consideration of this approach in training in
idioms. Check in approach CL approach in training in idioms was the purpose of
scientists of Kövecses (2000) and Chen and Lai (2013), their researches came to
the end successfully. The scientist Kyovetses (2000) conducted the research among
the Hungarian pupils whose level of proficiency in English was intermediate level.
He divided group into two - group A and group B, both group the filling in the
gaps task was given. Besides group A had to remember ten phrases with their
definitions while group B had to read conceptual metaphors, with their
explanations. Both groups got acquainted with phrases, later began to fill gaps on
distributing material.
In addition, some sentences were excluded for students to be elucidated on their
own, meaning that phrases for sentences were not explained. In the end, the results
were summed up, which showed that group B, which was presented with
conceptual metaphors, in both cases did better. Scientists have come to the
conclusion that students who are aware of conceptual metaphors better absorb
idioms.
Nineteen Taiwan University students participated in the study of Chen and Lai
scientists. These students studied writing in English. Their level was intermediate
and upper- intermediate. The task of their study was to write an essay consisting of
4 paragraphs. The subject of the essay was a description of the case of being angry.
After writing essays, students got acquainted with conceptual metaphors and
metaphorical language. Next, the students were given the following task: to read
the article, to find and encircle all idiomatic expressions. Then the students began
to create metaphorical displays for idioms expressing anger. Finally, instruct
students review their essays and combine idiomatic expressions. As a result of the
study, scientists found that the conceptual metaphors as
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