Udk 811. 111'27 Teaching english idioms based on the features of conceptual metaphors: a cognitive approach

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• Conclusive remarks and implications for the future research

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3. 
   Conclusive remarks and implications for the future research
   

This paper aims to offer some useful guidelines to the teachers on the improvement of their methodological strategies in teaching idiomatic expressions. It reviews the faults of the traditional teaching approach to EFL in general, especially ignoring the importance of idiomatic expressions as a peculiar “spice” to the English language. The study analyzes the results of the traditional EFL teaching and compares them to the results of the Cognitive Approach to this problem.

It suggests that:

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  firstly, idiomatic expressions should certainly be taught because they might be found everywhere and being completely familiar with them is the thing that differs a native – from a non-native speaker or learner;
  
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  secondly, the instruction should be based on putting the idioms into a context because the learners’ ability of memorizing new words in general increases when being given a meaningful context;
  
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  thirdly, the idioms should be represented in colorful and funny pictures to move the learners’ cognitive processing and improve it by acquiring new information through visualization.
  

In conclusion, teachers might also think about organizing some short dialogues or role-plays during the classes with the new idioms included. Through this physical response to the new words the learners’ cognitive abilities for acquiring the language might also be improved.

References

1. 
   Cambridge International Dictionary of Idioms (1998). Cambridge, Cambridge University Press.
   
2. 
   Kiliçkaya, F and Krajka, J. (2010). Comparative usefulness of online and traditional vocabulary learning, TOJET: The Turkish Online Journal of Educational Technology, volume 9 Issue 2, p 56. http://www.tojet.net/articles/v9i2/927.pdf.
   
3. 
   Lakoff, G. and Johnson, M. (1980). Metaphors We Live By. Chichago, University of Chichago Press, pp. 4-5.
   
4. 
   Langlotz, A. (2006). Idiomatic Creativity: a cognitive-linguistic model of idiom-representation and idiom-variation in English. Amsterdam, Philadelphia, John Benjamins Publishing Company, pp. 295.
   
5. 
   López Rodriguez, I.; Moreno Garcia, E. M.(2009). Teaching Idiomatic Expressions to the Learners of EFL Through a Corpus Based on Disney Movies. The 1st International Congress of Corpus Linguistics, University of Murcia, www.um.es/lacell/aelinco/contenido/pdf/17.pdf (10 May, 2011).
   
6. 
   Philip, G. (2007). Idioms: in K. Malmkjaer (ed.), the Linguistics Encyclopedia, 3^rd Edition, London, Routledge. http://amsacta.cib.unibo.it (5 May, 2011).
   
7. 
   Sadeghi, B. Patterns of Persian EFL Learners’ Comprehension of Idiomatic Expressions: Reading Strategies and Cross-cultural Mappings in Focus. Asian Social Science, Vol. 6, No. 8. Canadian Center of Science and Education, August 2010.
   
8. 
   Ungerer, F.; Schmid, H. J.(2001). An Introduction to Cognitive Stylistics, Foreign Language Teaching and Research Press, Bejiing, p 36 acc. to Yanqing, C., A Cognitive Linguistic Approach to Classroom English Vocabulary Instruction for EFL Learners in Mainland China, ELT Journal, No.1, Vol. 2, 2009. www.ccsenet.org/journal/index.php/elt/article/download/343/306 (20th june 2011).
   

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