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1
Abdullah, Khaled, and Howard Jackson. "Idioms and the Language Learner." Languages in Contrast 1, no. 1 (January 1, 1998): 83–107. http://dx.doi.org/10.1075/lic.1.1.06abd.
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This paper investigates what types of idioms are most likely to be transferred while learning a second language. The subjects of the study were 120 advanced Syrian learners of English. The comprehension of 80 English idioms was tested by a multiple-choice test and an English-into-Syrian Arabic translation test. The same idioms were also tested for production by a Syrian Arabic-into-English translation test. Results showed that learners scored higher in the comprehension and production test of cognate idioms because of positive language transfer. Language transfer had a negative effect when processing English idioms which have false cognate equivalents in Syrian Arabic. However, with English idioms that have pragmatic equivalents and those which have no Syrian equivalents at all, the factor of transfer is replaced, as a strategy, by metaphoric association and pragmatic knowledge of the world. The study concludes that the degree of similarity to a native language idiom does not necessarily help in the process of idiom comprehension or production. Meanwhile, the linguistic differences between the English idiom and the Syrian idiom do not automatically lead to problems in comprehending L2 idioms.
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Ilson, Robert. "On the Analysis of Idioms Interpretation in Bivariant and Bilingual Dictionaries." Current Issues in Philology and Pedagogical Linguistics, no. 1 (March 25, 2022): 251–54. http://dx.doi.org/10.29025/2079-6021-2022-1-251-254.
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The article is devoted to the analysis of lexicographic interpretation and etymological basis of idioms in bilingual and bivarietal dictionaries of English and French and English and Russian languages, as well as in bivarietal dictionaries of English – British and American standard varieties. A comparison of the interpretation of idioms as verbose lexical units in dictionaries shows how the idioms of the source language are translated by synonymous idioms of the target language and/or interpreted in other ways in the target language. It is established that in the case of heteroglossal synonymy, the idiom is used as a translational equivalent, and its components may not coincide with the components of the original idiom. In the absence of a friendly idiom in French or Russian, heteroglossal explanations are resorted to. It is suggested that some heteroglossal idioms having semantic and structural similarities are borrowed, calcified or adapted from a common source. The author revealed that in the translation strategy, in addition to the use of equivalent idioms, there are non-idiomatic translation options.
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Dawood Al-Qahtan, Filwah i., and Osama Abdulrhman Al Qahtani. "Translating Animal Idioms from English into Arabic: An Application of Nida’s Strategies for Translating Idioms." Arab World English Journal For Translation and Literary Studies 5, no. 3 (August 15, 2021): 82–100. http://dx.doi.org/10.24093/awejtls/vol5no3.7.
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Many animal-related idioms are found in Arabic and English languages. However, since there are some differences between Arab and western cultures in history, tradition, geographical environment and mode of thinking, animal idioms can create a cultural gap, which hinders mutual understanding between both cultures. The cultural gap is noticed when translating animal idioms from English into Arabic. Therefore, this research investigates problems encountering translators in the translation of animal idioms from English into Arabic. It also presents strategies that can be applied in the rendition of animal idioms from the source language into the target language. The study discusses problems and strategies of translating animal idioms based on Eugene Nida’s strategies for translating idioms (1964). To conduct the study, the researcher developed an empirical survey adopting a mixed approach of qualitative and quantitative methods, to gain a detailed understanding of the translational problems and strategies followed by Saudi translators in the transference of animal idioms from English into Arabic. Findings of the study indicate that most translator respondents opted for the strategy of translating an idiom into a non-idiom even when a corresponding idiom is found in Arabic.
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Ariyani, Nadilla, Rina Listia, and Elvina Arapah. "Students’ Strategies in Translating English Idioms into Bahasa Indonesia of English Language Education." LET: Linguistics, Literature and English Teaching Journal 11, no. 2 (December 31, 2021): 105. http://dx.doi.org/10.18592/let.v11i2.4675.
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Some people find it hard to find the equivalent meaning of English idioms to the target language. This might be caused by their culture and different terms. This study aims to describe the strategies that students use in translating the English idioms into Bahasa Indonesia. The researchers used descriptive qualitative research, and the subjects of this research were 50 students batch 2017 of English Department Universitas Lambung Mangkurat in translation class. The instruments to collect the data were a test and a questionnaire. The data analysis applied was descriptive analysis which involves organize it, divide it into manageable units, and summarize it. The findings showed that the students used four strategies. First, they used idioms of similar meaning and form strategies. Second, students translated using the idioms of similar meaning, but dissimilar form strategies. Students who don’t know the same idioms from the SL used the third strategy, translation by paraphrase to see the entire context and paraphrase to find the meaning, change the idiom to non-idiom is easier to understand the meaning. The last strategy is translation by omission, if paraphrasing idioms is difficult then students will be omitted the entire idioms or sentences.
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Azeez, Israa B., Marjan . Abbasian, and Huda Y. Abdulwahid. "English Color Idioms and Arabic Color Idioms." Cihan University-Erbil Journal of Humanities and Social Sciences 7, no. 1 (April 30, 2023): 91–97. http://dx.doi.org/10.24086/cuejhss.v7n1y2023.pp91-97.
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This study is an attempt to make a comparative study between Arabic and English regarding color idioms. It tends to make a comparison by shedding light on similarities between Arabic and English regarding Color idioms. Eighteen color idioms have been chosen; ten from English and nine from Arabic. Each idiom has been analyzed literally (dictionary meaning) and non-literally (figurative meaning). The analysis has displayed that both languages share some common connotations and literal meanings for a number of idioms. It has showed some differences as well. It can be drawn that although these languages are aliens, descending from two various origins, yet they share some meanings. Besides, the analysis has explored that some idioms might have more than one meaning depending on the context. As a last point, the meaning of these color idioms may differ according to culture, language, customs and traditions, religion, and situations.
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van Dijk, Demi, Jorrig Vogels, and Mark de Vries. "Interpreting idioms in a second language." Linguistics in the Netherlands 39 (November 4, 2022): 55–71. http://dx.doi.org/10.1075/avt.00061.dij.
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Abstract How do people understand figurative speech in a foreign language? What strategies do they use? By means of an online questionnaire, this study investigated to what extent contextual information and transfer play a role in the interpretation of idioms in a second language, controlling for familiarity. Sixty-one native speakers of Dutch were asked to guess the correct interpretation of English idioms with and without a Dutch equivalent, presented with and without context, out of four answer options. The results showed that correctly interpreting an idiom depends on both the presence of context and the possibility of transfer. More correct interpretations were given when an idiom was presented in a context, but only for English idioms without an equivalent in the native language. English idioms with an equivalent in Dutch, often rated as familiar, were mostly understood correctly. We interpret this result as the involvement of transfer from the native language.
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Abu-Ssaydeh, Abdul-Fattah. "Translation of English idioms into Arabic." Babel. Revue internationale de la traduction / International Journal of Translation 50, no. 2 (December 31, 2004): 114–31. http://dx.doi.org/10.1075/babel.50.2.03abu.
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Abstract This paper consists of three parts; the first part examines the definition of “idiom” as a technical term, primarily from a translational perspective, and the strategies usually employed by Arab translators when translating English idioms. The second part analyses the Arabic translations given in a sample of two hundred and fifty-three English idioms in terms of strategies and the significance of their frequency. This analysis reveals four important things: 1. Statistically, the most common strategy applied is paraphrasing, followed closely by literal translations and semantic equivalence, with omission, compensation and other strategies being of significantly less importance; 2. Literal translation has allowed certain English idioms to become part of Arabic lexis; 3. A disproportionately large number of the translations are literal and, therefore, sound “foreign” or are deemed void of sense to the Arab reader, 4. Literal (and therefore erroneous) translations in the target language arise primarily from the failure of the translator to decipher the meaning of the idiom in question. The last part revisits literal translation in order to understand its nature, reasons for its prevalence, its effect on the translated text and its impact on the Arabic language. Résumé Cet article comprend trois parties. La première partie examine la définition de «l’idiome » comme terme technique, essentiellement du point de vue de la traduction, et les stratégies généralement utilisées par les traducteurs arabes quand ils traduisent des idiomes anglais. La seconde partie analyse les traductions arabes données dans un échantillon de deux cent cinquante-trois idiomes anglais, en fonction des stratégies et de la signification de leur fréquence. Cette analyse révèle quatre éléments importants: 1. Statistiquement, la stratégie la plus couramment utilisée est la paraphrase, suivie de près par les traductions littérales et l’équivalence sémantique, l’omission, la compensation et autres stratégies étant d’une importance moins significative. 2. La traduction littérale a permis à certains idiomes anglais d’entrer dans le lexique arabe. 3. Un nombre disproportionné de traductions sont littérales et, par conséquent, elles ont une consonance «étrangère» ou elles sont jugées vides de sens par le lecteur arabe. 4. Les traductions littérales (et donc erronées) dans la langue cible viennent principalement de l’incapacité du traducteur à déchiffrer la signification de l’idiome en question.La dernière partie réexamine la traduction littérale afin de comprendre sa nature, les raisons de sa fréquence, son effet sur le texte traduit et son impact sur la langue arabe.
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Efendi, Lutfi, and Tofan Dwi Hardjanto. "Strategy of Idiom Translation from English to Indonesian: The Case of the Novel Rich People Problems." Vivid: Journal of Language and Literature 12, no. 1 (May 2, 2023): 45. http://dx.doi.org/10.25077/vj.12.1.45-53.2023.
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In idiom translation, strategies are employed to find equivalent results from the source language to the target language. There are challenges in translating idioms. The purpose of this study is to find idiom translation strategies in the novel Rich People Problems. In addition to idiom translation strategies, this article also aims to classify idioms in the novel. This study used a qualitative method and was supported by quantitative data using sampling technique. As a result, as Baker (2018) explaines, this article has three idiom translation strategies. They are (1) translation using paraphrase, (2) translation by the omission of a play, and (3) translation by the omission of the entire idiom. However, there are three strategies that are not used in this article. They are borrowing the source language idiom, using an idiom of similar meaning and form, and using an idiom of similar meaning but dissimilar form. Translation by paraphrasing is the most dominant strategy used to translate the idioms in this article, at a rate of 64.29%. In addition, this article also has the types of idioms proposed by Makkai (1972). These are (1) phrasal verb idioms, (2) tournure idioms, and the last (3) irreversible binomial idioms. Therefore, the main use of translating idioms by paraphrase may be due to time constraints for the translator due to the deadline for determining the idiom equivalences in the target language.
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Larson, Richard K. "On “Dative Idioms” in English." Linguistic Inquiry 48, no. 3 (July 2017): 389–426. http://dx.doi.org/10.1162/ling_a_00248.
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Appeals to idiom data have played an important role in arguments about the relation between English prepositional datives ( Mary gave a present to John) and double object forms ( Mary gave John a present).The claimed existence of idioms in both types has led researchers to conclude that the two constructions are independent, with no derivational relation between them. This article shows that the factual claims are mistaken: no English dative idioms exist in either type. Forms like give ~ the creeps/ show ~ the ropes are not double object idioms because they are not idioms—they are fully compositional. Forms like throw ~ to the wolves/ send ~ to the showers are not dative idioms because they are not datives—they are caused-motion constructions. The former misanalysis arises from a confusion of idioms with collocations. The latter misanalysis arises from a simplistic view about the syntax-semantics mapping, namely, that oblique datives univocally express caused motion. Given that English dative idioms do not exist, arguments about the derivational relatedness of dative forms in English must appeal to other data.
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Shang, Qianyue. "Teaching English Idioms from the Perspective of Translation under the Conceptual Integration Theory." Lecture Notes in Education Psychology and Public Media 34, no. 1 (January 3, 2024): 269–76. http://dx.doi.org/10.54254/2753-7048/34/20231937.
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English idioms hold significant value as a gateway to Western society and as a tool for enhancing the authenticity and effectiveness of language expression. Consequently, the acquisition of English idioms remains a crucial endeavor for language learners. Nevertheless, the challenges associated with English idioms arise from cultural and cognitive disparities, as well as the intrinsic nature of these linguistic expressions, rendering them arduous for both educators and students. This research examines the distinctive attributes of many English idioms and provides pedagogical approaches based on cognitive perspectives. Conceptual Integration Theory (CIT) will serve as the theoretical foundation for this analysis, with a specific focus on the initial stage of idiom acquisition, namely translation. The objective of this paper is to examine English idioms through a systematic categorization, wherein they are classified according to the congruence of their imagery elements. The three discerned categories comprise English idioms exhibiting akin imagery elements in both English and Chinese, those manifesting imagery elements absent in the Chinese language, and those portraying imagery elements incongruent within the Chinese cultural context. The primary objective of this study is to enhance the efficacy of instructing non-native speakers, particularly those proficient in Chinese, in the acquisition of English idioms. This will be achieved by effectively managing the intricacies and intricacies involved in bilingual idiom acquisition.
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Ostonova, Sanam Nematovna. "ENGLISH IDIOMS TRANSLATION’S SPECIFICATIONS IN UZBEK LANGUAGE." Scientific Reports of Bukhara State University 5, no. 1 (February 26, 2021): 147–58. http://dx.doi.org/10.52297/2181-1466/2021/5/1/12.
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Abstract. The given article aims to determine and systemize the semantic and phonological transition of English idioms into Uzbek language by means of translation, taking into account the lingua-cultural peculiarities of these two languages, that are represented here as main objects of my research. Methods. This research comprises two key methods of translation, that are called literary translation and consecutive translation. The specificity of literary translation of English idiom expressions into Uzbek and Russian from the point of view of the maximum possible preservation of their, first of all, semantic, and then lexical, and linguistic content is revealed. The possibilities of adequate transmission of meanings and images, mechanisms and principles of literary translation of idioms, as well as the use of a comparative method to achieve the assigned tasks are considered. The main task of the comparative method is to compare the system and structure of languages for various linguistic characteristics. In essence, the comparative method is equivalent to typological study of languages
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Chen, Hui, and Xianze Wu. "A Teaching Experiment of Chinese College Students’ English Idioms Comprehension." International Journal of Emerging Technologies in Learning (iJET) 12, no. 06 (June 27, 2017): 22. http://dx.doi.org/10.3991/ijet.v12i06.7096.
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An English idiom is a special combination of words, the meaning of which is not the simple addition of its constituents but a special meaning. English idioms are widely used by English native speakers, which are very important for English as a second language learners. Chinese learners are poor in English idioms comprehension, and they need to adopt a new method for improving their English idioms comprehension. S-S-P-C model means analyzing an English idiom from syntactic, semantic, pragmatic, and cultural perspective, which was applied in a teaching experiment among college students for one semester. The teaching experiment shows that S-S-P-C model is an efficient method for Chinese learners to help improve their English idioms comprehension.
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Guo, Yi. "Teaching English Idioms to Chinese EFL Learners: A Cognitive Linguistic Perspective." English Language Teaching 12, no. 5 (April 18, 2019): 145. http://dx.doi.org/10.5539/elt.v12n5p145.
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Learning idioms has always been difficult for L2 learners of English. Drawing on a cognitive linguistic perspective of idiom learning, this paper reports on an empirical study that investigated the effects of incorporating the knowledge of conceptual metaphor and metonymy in L2 classroom instruction of English idioms. The study confirmed the efficacy of applying the conceptual metaphor- and metonymy-based ways of teaching to Chinese college-level EFL learners. It further revealed the different degrees of teaching effect towards different types of metaphoric idioms. While no significant progress was made in learning orientationally and ontologically metaphoric idioms, students benefited more from the conceptual metaphor-based method in learning structurally metaphoric idioms. These findings serve to enrich L2 idiom pedagogy and provide EFL learners with strategies other than “rote memorization” in the process of idiom learning.
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Abel, Beate. "English idioms in the first language and second language lexicon: a dual representation approach." Second Language Research 19, no. 4 (October 2003): 329–58. http://dx.doi.org/10.1191/0267658303sr226oa.
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In two empirical studies, judgements that native speakers of German make about the decomposability of English idioms were investigated. A decomposable idiom is an idiom whose individual components contribute to its figurative meaning, whereas the constituents of a nondecomposable idiom do not make such a contribution. The findings were analysed and compared to native judgements. The Model of Dual Idiom Representation is introduced in order to explain the differences between the two groups. At the lexical level, the model postulates the parallel existence of idiom entries and constituent entries. The degree of decomposability and the frequency with which the idiom is encountered determine its lexical representation. If there is no idiom entry for a particular idiom, conceptual representations are accessed during comprehension. Because nonnative speakers encounter idioms less often than native speakers, the first language (L1) and second language (L2) lexicon vary with regard to the number of idiom entries.
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Ngoc, Pham Thai Bao, and To Minh Thanh. "The Application of Conceptual Metaphors to Teaching English Idioms to English-majored Students in Viet Nam." Theory and Practice in Language Studies 9, no. 6 (June 1, 2019): 610. http://dx.doi.org/10.17507/tpls.0906.02.
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The discovery that several figurative idioms are semantically motivated by a common conceptual metaphor (CM) has opened up a path to more systematic and insightful learning. However, it was still unclear to what extent the elaboration of conceptual metaphors (CMs) could facilitate learners’ reception and production of idioms over time. To address this issue, a quasi-experiment was conducted, with the pre-test – post-test design, on a sample of 69 Vietnamese undergraduates. Results revealed that the explanation of CM was especially beneficial for the students’ idiom reception over time, and to a lesser extent for their use of idioms. Though not outstanding in the short term compared with the traditional method, this cognitive approach showed its relatively long-lasting value in terms of both idiom reception and production.
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KHOSHNEVISAN, BABAK. "Spilling the Beans on Understanding English Idioms Using Multimodality: An Idiom Acquisition Technique for Iranian Language Learners." International Journal of Language, Translation and Intercultural Communication 8 (April 15, 2019): 128. http://dx.doi.org/10.12681/ijltic.20281.
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Idioms are ubiquitous in English language. Despite their ubiquity, learning idioms is a thorny issue for second language learners. Multiple researchers have scrutinized different aspects of idiom learning by second language learners: important factors in processing idioms in L2 (Cieślicka, 2015); the incorporation of technology in idiom learning (Khoshnevisan, 2018b); idiom assessment (Khoshnevisan, 2018a). A number of studies have been conducted concerning the application of the Idiom Diffusion Model—an L2 idiom processing model—to develop the idiomatic competence of learners, however, the pertinent literature is sparse: Greek, German, and French (Liontas, 1997); Greek (Katsarou, 2013); Korean (Türker, 2016). It turns out that the application of the model to Persian language learners is missing. To address the gap, the author conducted a qualitative study to explore the perceptions of Iranian language learners about using a website to learn idioms. The researcher employed an online questionnaire to delve into the learners’ perceptions. The findings imply that the majority of the participants used video and picture modules to arrive at the figurative meaning of the idiomatic phrases. However, in terms of semi and post-lexical idioms, most learners benefited from translations to decode the meanings. The findings corroborate the theory that translation facilitates learning idioms.
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Al-Houti, Shorouq Khalid, and Sultan M. Aldaihani. "Letting the Cat out of the Bag: EFL College Students’ Attitudes towards Learning English Idioms." International Journal of Higher Education 7, no. 1 (January 31, 2018): 140. http://dx.doi.org/10.5430/ijhe.v7n1p140.
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Learning idioms is an uphill battle for many language learners. Thus, this quantitative study aims to shed light on English as Foreign Language (EFL) college students’ attitudes towards idiom learning. Specifically, the study is interested in revealing their attitudes towards (1) the importance of idiom learning, (2) the difficulties of idiom learning and (3) the learning strategies of idioms. Additionally, the study attempts to determine if there is an influence of age and/or year of study on the students’ attitudes towards learning English idioms. Participants were 218 female EFL college students at the College of Basic Education (CBE) in Kuwait. A five-point Likert-scale questionnaire was employed to obtain data for the study. Data analysis of the questionnaire uncovered the learners’ preferred strategies and sources of difficulties when learning idioms. Results showed that students had positive attitudes towards English idiom learning. Significant differences in the results were found when age was taken into account.
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Robo, Lorena. "Discrepancies of Figurative Language Use Reflected Through Cross-Linguistic and Intercultural Differences in English and Albanian Language." European Journal of Language and Literature 6, no. 1 (January 1, 2020): 22. http://dx.doi.org/10.26417/ejls.v6i1.p22-30.
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The present paper aims at highlighting some cultural and cross-linguistic aspects of idioms causing miscommunication in language. Learning a foreign language shapes the language system of communication with its literal and figurative meanings. While the literal meaning is the direct reference of words or sentences to objects, the figurative sense is used for giving an imaginative description or a special effect. Gaining competence in language enrolls a good command of the figurative use of that language together with its frequent, spontaneous and appropriate use of idioms being an indicator of native or near native mastery of the language. When such command of a foreign language lacks then it gives rise to discrepancies in language, and idioms for the sake of truth become often subject to misconstrued utterances in a target language on the part of L2 learners. Using literal senses of words to trigger the recognition of idioms brings some potential problems. Thus, this article brings together the findings and insights of figurative aspect of English and Albanian language system and its cultural aspect to further the understanding of the phenomena of communicative failures and mismatches in language. The study seeks to analyze and present through a corpus analysis idiom occurrences of communication failure in both languages. A variety of figurative use of language is illustrated in certain contexts and situations to lighten up the usage of idiom mismatches in second language acquisition and provide the paper with rich examples as well.
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Hoai, Thu Le. "CHALLENGES IN TRANSLATION OF ENGLISH-VIETNAMESE IDIOMS WITH ANIMAL ELEMENTS AND SUGGESSTED TRANSLATION STRATEGIES." International Journal of Language, Linguistics, Literature and Culture 03, no. 03 (2024): 89–101. http://dx.doi.org/10.59009/ijlllc.2024.0074.
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The translation of idioms poses significant challenges, particularly when cultural nuances and linguistic intricacies are involved. As an important cultural element of every language, idioms related to animals are not only one of the most interesting linguistic phenomena but also of largest concern among language translators regardless of the language pair translated. This paper explores the obstacles encountered in translating English-Vietnamese idioms containing animal elements, and equivalent translation strategies in addressing these hurdles. By examining the cultural, semantic, and syntactic disparities between the source and target languages, this study identifies the complexities inherent in rendering idiomatic expressions accurately. Additionally, the paper delves into four translation strategies, proposed by Baker (1992): (i) Using an idiom of similar meaning and form; (ii) Using an idiom of similar meaning but dissimilar form; (iii) Translating by paraphrase; and (iv) Translating by omission, in overcoming the challenges posed by idiomatic expressions with animal elements. Through a comprehensive analysis of real-world examples in English and Vietnamese idioms, this research provides insights into the complexities of idiomatic translation and offers practical recommendations for translators seeking to improve the accuracy and cultural relevance of translated content.
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Grant, Lynn E., and Paul Nation. "How many idioms are there in English?" ITL - International Journal of Applied Linguistics 151 (2006): 1–14. http://dx.doi.org/10.2143/itl.151.0.2015219.
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The word idiom and its derivatives idiomatic, idiomatically and idiomaticity are used with a wide range of meanings. Idiomatic English is used to refer to fluent language use that sounds like that of a native speaker. Items loosely classed as idioms include colloquial expressions, collocations, acceptable but unusual expressions, and opaque multi-word units. If linguists are pressed to define what an idiom is, they usually say that an idiom is a multi-word unit where the meaning of the whole unit is not clear from the meaning of its parts. The purpose of this paper is to report on a study where one particular use of the term idiom was very carefully defined and to show what the effects of the application of this careful definition were on coming up with a definitive list of idioms. It is argued that carefully distinguishing idioms from other multiword units makes sense for the teaching and leaming of multi-word units because different approaches are needed for the different types of multi-word units. Phrasal verbs were not included in the study.
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Al-Wahy, Ahmed Seddik. "Idiomatic false friends in English and Modern Standard Arabic." Babel. Revue internationale de la traduction / International Journal of Translation 55, no. 2 (June 17, 2009): 101–23. http://dx.doi.org/10.1075/babel.55.2.01wah.
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This paper discusses idiomatic false friends (IFFs) in two genetically unrelated languages, English and Arabic. IFFs are defined as set phrases in two languages that have the same literal meaning but differ as regards their idiomatic meaning or their sociolinguistic and stylistic features. The study proposes a taxonomy for IFFs based on data from English and Arabic, though it may also apply to IFFs in other language pairs. In the case of English and Arabic, IFFs are either related (typically partial) or unrelated (typically total). Related IFFs have their origin in loan-translation, with idioms being borrowed from English into Arabic and then taking a different course of semantic development in each language. There are also cases in which the selection of a single sense of a polysemous idiom can be attributed to social and cultural factors. It is shown that, if idioms in general are among the most challenging units for translators, IFFs can be doubly difficult. The translator may assume that since the source and target language idioms have the same form, they can also have the same meaning or stylistic features.
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Septianasari, Lina. "VARIATIONS AND DERIVATION OF IDIOMS IN THE KISS NOVEL." Premise: Journal of English Education 7, no. 2 (October 23, 2018): 79. http://dx.doi.org/10.24127/pj.v7i2.1591.
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Human creativity in using language is incredible. It is reflected through several variations and changes they made in using fixed expressions to express their ideas. One of those is in the way people used idioms. This research discusses about English idioms in The Kiss novel. It aims (1) to describe the forms of idioms used in The Kiss novel and (2) to describe the variations and derivation of idioms used in The Kiss novel. This is a qualitative linguistic research which used novel as the source of the data. English idioms in The Kiss novel become the object of this research. The data here are collected by using reading method. Besides, the collected data then are analyzed by using translational method. The results show that there are 6 types of idioms’ form found in this research, they are: verbal idiom, prepositional phrases, compound, binomial, whole clause or sentence, and ill-formed idiom in which some idioms got lexical variation and derivation on their form. The lexical variation and derivation in idioms’ form can happen as long as the idiomatic meaning of idiom is defensible and can be understood by the language users;
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Tabley Amos,, Ngoge, and Imelda Hermilinda Abas. "Idiom Comprehension using Multimodal Teaching Approach among Zanzibar University Students." Advances in Language and Literary Studies 12, no. 3 (June 30, 2021): 82. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.82.
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The present study aims at investigating idiom comprehension through multimodal teaching approach among Zanzibar University students. The participants of the study were 120 male and female students and selected randomly. All of the students speak Swahili as their first language. The participants enrolled in a 3-year English program at the Department of Languages, Faculty of Arts and Social Sciences, Zanzibar University, divided into two groups, the control and experimental groups. There were 60 students in each group with an age range between 20 to 30. Both groups were presented with the same twenty English idioms through different methods. The control group was advised to review the list of idioms using a traditional method, while the experimental group was presented with the idioms using a multimodal teaching approach. An idiom comprehension test was administered to both groups. The results showed that from a comparative t-test indicated that the students taught idioms comprehension using multimodal method had recorded a higher mean score (37.7) as compared to the use of a traditional method of teaching of idioms (25.55). This implies that to increase EFL/ESL students’ proficiency in idiom comprehension, teachers should implement more multimodal activities in the classroom so that the students will have better opportunities in comprehending and applying idioms. The study provides pedagogical suggestions for using a multimodal approach to teaching English idioms.
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Grant, Lynn E. "Frequency of ‘core idioms’ in the British National Corpus (BNC)." International Journal of Corpus Linguistics 10, no. 4 (November 7, 2005): 429–51. http://dx.doi.org/10.1075/ijcl.10.4.03gra.
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This article looks at how a comprehensive list of one category of idioms, that of ‘core idioms’, was established. When the criteria to define a core idiom were strictly applied to a dictionary of idioms, the result was that the large number of ‘idioms’ was reduced to a small number of ‘core idioms’. The original list from the first source dictionary was added to by applying the same criteria to other idiom dictionaries, and other sources of idioms. Once the list was complete, a corpus search of the final total of 104 ‘core idioms’ was carried out in the British National Corpus (BNC). The search revealed that none of the 104 core idioms occurs frequently enough to merit inclusion in the 5,000 most frequent words of English.
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Vula, Elsa, and Nazli Tyfekçi. "Navigating Non-Literal Language: The Complexities of Translating Idioms Across Cultural Boundaries." Academic Journal of Interdisciplinary Studies 13, no. 2 (March 5, 2024): 284. http://dx.doi.org/10.36941/ajis-2024-0049.
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This research delves into the intricacies of translating idioms, focusing on the transition from English to Albanian. Idioms, deeply rooted in cultural and historical contexts, present significant challenges for translators because of their non-literal meanings and cultural specificity. The study reviews existing literature on idiom translation, highlighting the difficulties translators face and the strategies they use to maintain the authenticity of the source material. The paper identifies essential translation strategies such as paraphrasing, omission, and finding linguistic equivalents crucial in preserving the original text's intended meaning and essence. It emphasizes the importance of cultural understanding and cross-cultural awareness in the translation process, especially when dealing with fixed expressions and idioms that are culturally bound. Through an analysis of the translation of idioms from English to Albanian, the study reveals the need for coherence and careful consideration of linguistic nuances to convey meaningful messages effectively. It discusses conceptual metaphors, the cultural significance of specific motifs (like animals) in English idioms, and their translation into Albanian. Furthermore, the study explores the implications of idiom translation in the context of English as a Foreign Language (EFL) education. It suggests that teaching idioms by connecting them to their cultural origins and incorporating real-life examples can enhance EFL students' language proficiency and cultural understanding. The paper concludes by emphasizing the role of skilled translators in bridging linguistic and cultural gaps and provides references for further exploration of the topic.
Received: 1 November 2023 / Accepted: 13 February 2024 / Published: 5 March 2024
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Almogheerah, Ameera. "Exploring the Effect of Using WhatsApp on Saudi Female EFL Students' Idiom-Learning." Arab World English Journal 11, no. 4 (December 15, 2020): 328–50. http://dx.doi.org/10.24093/awej/vol11no4.22.
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The study aimed at investigating the effect of using WhatsApp-based learning activities on developing idiom knowledge among Saudi university English as a foreign language (EFL) students compared to conventional method. It also examined the students’ perceptions towards the application of WhatsApp in idiom-learning. The rationale for conducting this study is to provide students with useful learning tools that may improve their idiomatic knowledge and also help them to practice English idioms anytime and anywhere outside the classroom. It also aimed to help teachers to streamline EFL instruction, making it more efficient, effective, and user-friendly. As such, the main research questions are what is the effect of WhatsApp-based learning activities on developing university female EFL students? and what are Saudi female EFL students’ perceptions on learning idioms using WhatsApp?. To answer these questions, 70 EFL female students in the Department of English Language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) involved in the study. They were assigned into two groups; experimental group, who was taught English idioms via WhatsApp-based learning activities, and control group, who was taught English idioms conventionally in classroom. Two instruments were used to collect the data; a pre-post idioms achievement test and a post-study questionnaire. The findings demonstrated that the experimental group significantly outperformed the control group in idioms achievement post-test. Moreover, the results showed that the majority of the experimental group had a positive perception towards learning English idioms via WhatsApp.
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Jiang, Jiahong. "A Probe into the Effectiveness of Non-English Majors' SMS-based English Idiom Acquisition in China." International Journal of e-Collaboration 10, no. 3 (July 2014): 30–43. http://dx.doi.org/10.4018/ijec.2014070102.
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Idioms, an indispensable part of English vocabulary acquisition, play an important role in second language learning. Mobile learning has broken through the constraints of time, space in learning. The present study explored the effectiveness of English idiom instructing and learning based on one form of mobile learning—SMS (Short Message Service). Compared with context-based approach and self-study approach, SMS-based approach was more effective in teaching English idioms for non-English majors in China. The findings of the study showed that students who regularly received short mini-lessons of English idioms via SMS on their mobile phones were more interested in learning and gained more in acquiring English idioms than their peers on pamphlets or context.
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Fakhraddin Huseynova, Sevinj. "Idioms related to the body parts and their equivalents in Azerbaijani." SCIENTIFIC WORK 60, no. 11 (November 6, 2020): 42–45. http://dx.doi.org/10.36719/2663-4619/60/42-45.
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This article deals with the everyday English idioms with Azerbaijani equivalents in use. However, mostly body idioms are mentioned in this article. The lexicology gives us significant information about idioms. What is an idiom? Why do you need to learn it? The answers to these questions can be found in this article. The idiom contains a special place in word combinations. English is rich with idioms and idiomatic expressions. Idioms can be found in all styles: writing, speaking, fiction, and so on. Even newspapers are rich with idiomatic expressions. The words that make up the idioms lose their real meaning, thus creating a new meaning in the combination. Most words that make up the idioms are of a literal meaning. In the modern English, metaphorical meanings of the words are used more than their true meanings. Idioms are used in almost all styles of literary language. These issues are covered in this article. This topic is distinguished by its actuality. Recently this topic is becoming more actual. Key words: idioms, true meaning, metaphorical meaning,idiomatic expressions
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Alhaysony, Maha H. "Strategies and Difficulties of Understanding English Idioms: A Case Study of Saudi University EFL Students." International Journal of English Linguistics 7, no. 3 (February 9, 2017): 70. http://dx.doi.org/10.5539/ijel.v7n3p70.
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This study aims to investigate difficulties face Saudi EFL students in learning and understanding English idioms, and examines the strategies they utilize to understand idioms. The subjects were 85 male and female Saudi English major university students at the Department of English in Aljouf University. Two data collection instruments, questionnaire, semi-structured interview were employed as well as the Nation’s Vocabulary Level Test to measure the students’ language proficiency level. The results showed that students have difficulty to understand idiomatic expressions. Moreover, the findings revealed that most frequently used strategies were guessing the meaning of idioms from context, predicting the meaning of idioms, and figuring out an idiom from an equivalent one in their mother language. Furthermore, the results illustrated that low-proficiency students face more difficulties than high-proficiency students, though the differences were not significant. The results also showed that, the greater the vocabulary knowledge, the greater the use of idiom-learning strategies, especially for idioms that require a wider knowledge in vocabulary. This study concludes with teaching implications and recommendation for further research in learning and understanding idiomatic expressions.
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LÓPEZ, BELEM G., and JYOTSNA VAID. "FácilorA piece of cake: Does variability in bilingual language brokering experience affect idiom comprehension?" Bilingualism: Language and Cognition 21, no. 2 (April 4, 2017): 340–54. http://dx.doi.org/10.1017/s1366728917000086.
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Compared to studies of the effects of formal training in translation, little is known about the psycholinguistic impact of the experience of informal translation, or language brokering. The present study examined this issue in the context of idiom comprehension. Bilingual adults differing in prior brokering experience read English idioms and judged whether target words presented in English or Spanish were related to the idiom's meaning. For brokers, relatedness judgments were not affected by whether the targets were in the same or different language as the idiom; however, non-brokers were faster for same-language than different-language idiom-target pairings. The findings suggest that language brokering experience facilitates idiom meaning comprehension even across language boundaries, with further differences related to idiom decomposability. More generally, the findings underscore the importance of considering systematic sources of variability in language practice among bilinguals, aside from differences related to proficiency, in theorizing effects associated with bilingualism.
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Dokchandra, Dentisak, and Sichabhat Boonnoon. "An Investigation of Thai University EFL Students’ Ability to Notice English Idiomatic Expressions." Arab World English Journal 14, no. 4 (December 15, 2023): 269–82. http://dx.doi.org/10.24093/awej/vol14no4.16.
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The main aims of this research were to investigate Thai EFL students’ level of ability to notice English idiomatic expressions and variations in their ability to notice the idioms in terms of idiom types, academic disciplines, and perceptions towards their idiom noticing ability. The participants were 162 English as a foreign language students (99 females, 63 males) selected through a purposive sampling method from a university in Northeastern Thailand. The data was collected through an Idiom Noticing and Identifying Test. The results revealed that the students had a low level of ability to notice English idiomatic expressions. The type of idioms the students had reported as the most noticed were transparent idioms, and the opaque idioms as the least noticed. The students were not different in their ability to notice idiomatic expressions regarding their academic disciplines, and they were not sure about the idiomaticity of the idioms they claimed to have noticed.
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Oktaviela, Szahara Gita. "A Translation Analysis of Idiomatic Expressions in The Webtoon Comic Entitled ‘Winter Wood'." Jurnal Bahasa, Sastra, dan Studi Amerika 29, no. 1 (June 29, 2023): 1. http://dx.doi.org/10.20961/jbssa.v29i1.60953.
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<p align="justify">This study was undertaken to examine the type of idiomatic expressions, translation techniques used by translators in translating the idioms from English into Indonesian, as well as to assess the translation quality in terms of accuracy, acceptability, and readability.</p><p align="justify">This research adopted a descriptive qualitative method since the result of this study were expressed in words and sentences. Documents and informants were used as data sources. The data consisted of all idiomatic expressions in the form of phrases taken from the Webtoon comic 'Winter Woods,' while the informants were three raters who assisted in classifying the types of idioms, translation technique, and assessing translation quality in terms of accuracy, acceptability, and readability. In choosing the source of data and the raters, this study used a purposive sampling technique to select a text that has a sufficient number of idioms and informants. The data were gathered using two methods: content analysis and focus group discussion.</p><p align="justify">According to the research findings, there are 94 idioms in the 'Winter Woods' comic. It was found that 5 out of 6 types are found. They are phrasal verb, prepositional phrase, idiom with a verb as a keyword, idiom with a noun as a keyword, and idiom with an adjective as a keyword. It was discovered that the translators applied six different translation techniques to translate the idioms. They are idioms with similar meanings and forms, idioms with similar meanings but different forms, paraphrase, borrowing, omission of the idiom's play, and omission of the entire idiom.</p><p align="justify">Phrasal verb is the dominant type of idiom found in the source language because about 80 percent of verbs in English are PV. This is the reason why PV is the dominant type of idiom found in the ‘Winter Woods’ comic. Of 6 translation techniques, paraphrase is the dominant technique used by the translators to translate phrasal verb since there is no such language structure as phrasal verb in target language. According to translation quality assesment, the translation of idiomatic expressions in ‘Winter Woodss’ comic is considered as accurate, acceptable, and readable as the translators have accurately transfered the meaning of the idioms while at the same time making it easy for the target readers to understand. Furthermore, any translation techniques are welcome in translation (in this case, idiom translation) as long as the message is fully conveyed in target language.</p>
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Wu, Wen-Chi Vivian, I.-Ting Doris Lin, Michael W. Marek, and Fang-Chuan Ou Yang. "Analysis of English Idiomatic Learning Behaviors of an Audio-Visual Mobile Application." SAGE Open 11, no. 2 (April 2021): 215824402110168. http://dx.doi.org/10.1177/21582440211016899.
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Employment of idioms is essential to reach higher English expressive levels, especially for English as Foreign Language (EFL) learners. However, English idioms are challenging for both instructors and learners because the complex content of idioms depends on understanding their cultural context. Most mobile language applications are for vocabulary acquisition. Therefore, the purpose of this study was to develop an animation/video-based application, “My English Idiom Learning Assistant” (MEILA), to explore the different idiom learning behaviors, as well as the relationships of their learning behaviors to MEILA. To explore the relationship between the learning outcomes and the learning behaviors, the researcher used logs from the MEILA database. The participants consisted of 59 freshmen from two English conversation classes in one private university in central Taiwan. Students experienced the learning activities over 3 weeks. The researcher adopted idiomatic understanding pre- and posttests for the study as well as in-depth interviews. The results revealed that MEILA significantly enhanced idiomatic learning outcomes. The sequential analysis used provides language instructors an example of monitoring learning behaviors to improve teaching materials and methods. The findings may stimulate more mobile-assist language learning (MALL) researchers, English instructors, and app designers to create innovative mobile environments for English idiomatic learning.
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Agoes, Farida. "AN ANALYSIS OF TRANSLATION OF IDIOMS USED IN CONAN DOYLE’S NOVEL “A STUDY IN SCARLET”." Jurnal Bahasa Inggris Terapan 2, no. 2 (October 1, 2016): 9–20. http://dx.doi.org/10.35313/jbit.v2i2.1287.
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The article is about an analysis of translation of idioms in the novel by Conan Doyle entitled A Study in Scarlet. Translating idioms is often problematic for a translator because idioms are specific to a single language and rarely have the equivalent in other languages. Therefore, this study was conducted to find out the types of idioms used in the English version of the novel, to find out the strategies used by the translator of the Indonesian version of the novel in translating the English idioms, and to find out the accuracy, acceptability and readability of the translation of the idioms in the novel. In analysing the idioms and their translation, qualitative method was used, and the theories by Fernando (1996), Baker (2011) and Nababan, Nuraini, and Sumardiono (2012) were also used. The finding of the analysis shows that from 60 idioms found, semi-idiom is the type of idioms which is frequently found in the novel (31 idioms or 52%). Besides, it is revealed that translating the idioms by paraphrasing is the strategy which is mostly used by the translator in translating the idioms (38 idioms or 63%). In addition, it is revealed that the translation of idioms in the novel is accurate and acceptable although it is less readable. So, the quality of translation of idioms in the novel is good although it can be still improved.Keywords: accuracy, acceptability and readability of translation, idiom, translation, translation strategies
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Bortfeld, Heather. "Comprehending Idioms Cross-Linguistically." Experimental Psychology 50, no. 3 (January 2003): 217–30. http://dx.doi.org/10.1026//1617-3169.50.3.217.
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Abstract. Speakers of three different languages (English, Latvian, and Mandarin) rated sets of idioms from their language for the analyzability of the relationship between each phrase’s literal and figurative meaning. For each language, subsets of idioms were selected based on these ratings. Latvian and Mandarin idioms were literally translated into English. Across three experiments, people classified idioms from the three languages according to their figurative meanings. Response times and error rates indicate that participants were able to interpret unfamiliar (e.g., other languages’) idioms depending largely on the degree to which they were analyzable, and that different forms of processing were used both within and between languages depending on this analyzability. Results support arguments for a continuum of analyzability ( Bortfeld & McGlone, 2001 ), along which figurative speech ranges from reflecting general conceptual structures to specific cultural and historical references.
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Satvoldievna, Usmonova Dona, and Saminjonov Mukhammadali Salimjon Ugli. "Sources Of Idioms Formation In The English Language." American Journal of Social Science and Education Innovations 03, no. 06 (June 20, 2021): 135–39. http://dx.doi.org/10.37547/tajssei/volume03issue06-23.
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The article under discussion describes in detail the sources of idiom formation in the English language. Idiomatic expressions can be native English and borrowed. Borrowed idiomatic expressions may, in turn, be inter- and intralingual. The authors of the article found it necessary to single out phraseological units created by English writers into a separate group.
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Šajinović Novaković, Jelena. "ON TRANSLATING CAT AND DOG IDIOMS IN ENGLISH AND SERBIAN." Journal of Teaching English for Specific and Academic Purposes 7, no. 1 (May 20, 2019): 063. http://dx.doi.org/10.22190/jtesap1901063s.
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Abstract. The aim of this paper is to analyse feline (primarily cat) and canine idioms in English and Serbian phraseological dictionaries. Idioms are an integral part of any language, and therefore knowing them means being able to understand culture they come from and sound more natural like native speakers. Semantically speaking, they express a nation's perception of the inner and outer world surrounding it. For the importance they have in linguistic and cultural life of a nation they have been the focus of many studies in which they were primarily analysed in terms of their origin and expressive function. We believe that the analysis of the existing bilingual dictionaries will shed light on the problems translators sometimes face in this laborious process of idiom translation. One of the subsidiary purposes of this paper is to draw attention to 50 cat and dog idioms (36 animal idioms in Serbian and 14 in English) that haven't been transferred from the source to the target language yet.Key words: dog idioms, cat idioms, translation.
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Odlin, Terence. "Irish English Idioms and Language Transfer." English World-Wide 12, no. 2 (January 1, 1991): 175–93. http://dx.doi.org/10.1075/eww.12.2.02odl.
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Liu, Jili. "A Comparative Study on Chinese and English Animals Idioms and Translation Strategies." Theory and Practice in Language Studies 9, no. 2 (February 1, 2019): 231. http://dx.doi.org/10.17507/tpls.0902.14.
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Idiom, being an indispensable constituent of language, is the quintessence of the erudition. Every civilization has its own characteristics on the ground that there are some discrepancies in history, geography, customs, etc., among divergent sovereign states. Therefore, it is unambiguous that there subsists divergences in metaphorical objects and its implication of animal idioms among distinctive erudition. This paper attempts to compare and contrast English and Chinese animal idioms from its metaphorical objects and meanings and they can be categorized into four types. It is widely acknowledged that some animal idioms have equivalent connotations in culture. However, the majority of them have diverse implications among distinctive countries. On this basis, many exemplars are cited to make clear translation strategies of Chinese animals idioms. The author will interpose several interpretation principles a. Equivalent Translation, Reserve Image; b. Corresponding Translation, Change Image; c. Compromising Translation, Abandon Image. The author expects these translation principles will provide some constructive clues for translators. Here the author will mainly illustrate the translation strategies of idioms that have same metaphorical objects and maintain different metaphorical meanings as well as idioms of metaphorical vacancies on the basis of the comparative study on Chinese and English Animals idioms.
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Aushenova, A. S., and M. M. Aimagambetova. "METHODS OF UNDERSTANDING IDIOMS EMPLOYED BY KAZAKH AND RUSSIAN LEARNERS." Tiltanym 92, no. 4 (December 30, 2023): 12–19. http://dx.doi.org/10.55491/2411-6076-2023-4-12-19.
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In this study, the researcher examined how Kazakh language learners (KLLs) and Russian language learners (RLLs) in Kazakhstan comprehend idioms in jokes. The study involved 25 participants (20 KLLs and 5 RLLs) who were asked to read 10 English and 10 Russian jokes, with some containing idioms. The researcher analyzed the participants' Think-Aloud protocols, identifying 20 idiom comprehension strategies falling into three categories: cognitive, metacognitive, and socio-affective. The author also found five major difficulties that participants faced during the idiom comprehension task, such as unfamiliar idioms and cultural differences. The study's implications suggest that explicit teaching of comprehension strategies, including idioms and jokes, should be incorporated into FL instruction. Moreover, the study highlights the importance of idiom comprehension strategies for FL learners in decoding the meaning of unknown idioms encountered while reading FL texts.
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Razmjoo, Seyyed Ayatollah, Mehdi Haseli Songhori, and Alireza Bahremand. "The Effect of Two Attention-drawing Techniques on Learning English Idioms." Journal of Language Teaching and Research 7, no. 5 (September 1, 2016): 1043. http://dx.doi.org/10.17507/jltr.0705.28.
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This study investigated the effectiveness of three methods for teaching idioms. Sixty two intermediate EFL learners from a language school in Kerman were divided into three classes to be taught in three conditions: the etymological elaboration experimental group (N=20) was taught 16 target idioms in a text along with the etymology of each idiom; the typographic salience experimental group (N=20) was taught the same text as the previous group but the 16 target idioms were in boldfaced type and red; and the traditional control group (N=22) was taught the same text in plain typeface with no etymology for idioms. The participants in the three groups were not informed about the posttest and the delayed posttest. The results of the comparison between the posttest and the delayed posttest scores of all the three groups indicate that the participants in etymological elaboration outperformed the participants in the other two groups in terms of idioms’ retention and recall. These findings are suggestive that the most effective method of teaching idioms vis-a-vis their retention and recall is etymological elaboration.
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Robo, Lorena. "Problems and strategies of teaching and translating English idioms in Albanian schools - Theoretical and practical implications." European Journal of Social Sciences Education and Research 1, no. 1 (May 1, 2014): 311. http://dx.doi.org/10.26417/ejser.v1i1.p311-322.
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The aim of this paper is to present the main strategies, problems and difficulties that English language teachers encounter while teaching idioms in Albanian schools. Idiomatic language and expressions place an important part in English phraseology, as a reflection of the mentality and spirituality of the nation vision of the world. Translating idioms needs good competence of the target language, which makes the issue a difficult and challenging task for the teachers and translators, too. The scope of this study is to show theoretical and practical implications of idiom teaching and translation in primary and secondary schools of Korça region. It outlines the main problems, methods and ways which have been investigated through a questionnaire carried out to 41 English teachers, 7 of which teaching in villages and 34 in the city. A quantitative research is carried out to give a general view on idiom teaching and the place translation acquires in the target language. The most effective strategies and methods are outlined to illustrate the results of this study. As teaching idioms is considered to be a difficult process, the scope of this study aims at presenting data collected showing Albanian teacher’s experience and the role of the target language in idiom meaning explanation.
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Senaldi, Marco S. G., and Debra A. Titone. "Less Direct, More Analytical: Eye-Movement Measures of L2 Idiom Reading." Languages 7, no. 2 (April 6, 2022): 91. http://dx.doi.org/10.3390/languages7020091.
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Idioms (e.g., break the ice, spill the beans) are ubiquitous multiword units that are often semantically non-compositional. Psycholinguistic data suggests that L1 readers process idioms in a hybrid fashion, with early comprehension facilitated by direct retrieval, and later comprehension inhibited by factors promoting compositional parsing (e.g., semantic decomposability). In two eye-tracking experiments, we investigated the role of direct retrieval and compositional analysis when idioms are read naturally in sentences in an L2. Thus, French–English bilingual adults with French as their L1 were tested using English sentences. For idioms in canonical form, Experiment 1 showed that prospective verb-related decomposability and retrospective noun-related decomposability guided L2 readers towards bottom-up figurative meaning access over different time courses. Direct retrieval played a lesser role, and was mediated by the availability of a congruent “cognate” idiom in the readers’ L1. Next, Experiment 2 included idioms where direct retrieval was disrupted by a phrase-final language switch into French (e.g., break the glace, spill the fèves). Switched idioms were read comparably to switched literal phrases at early stages, but were penalized at later stages. These results collectively suggest that L2 idiom processing is mostly compositional, with direct retrieval playing a lesser role in figurative meaning comprehension.
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Nippold, Marilyn A., Catherine Moran, and Ilsa E. Schwarz. "Idiom Understanding in Preadolescents: Synergy in Action." American Journal of Speech-Language Pathology 10, no. 2 (May 2001): 169–79. http://dx.doi.org/10.1044/1058-0360(2001/016).
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The present study was designed to examine how preadolescents gain an understanding of idioms. In particular, it examined the role of idiom familiarity in conjunction with students’ language-based academic abilities. The participants were 50 children (mean age 12 years 4 months) who attended a primary school in Christchurch, New Zealand. All students spoke standard New Zealand English and were considered by the school to be progressing normally. The results indicated that idiom understanding was closely associated with students’ familiarity with idioms and with their skills in reading and listening comprehension. Moreover, students who were good comprehenders of idioms outperformed their classmates who were poor comprehenders on all associated measures: idiom familiarity, reading comprehension, and listening comprehension. Guidelines for instruction in idiom understanding are offered for speech-language pathologists who work collaboratively with teachers in the regular classroom during language arts activities. The guidelines reflect the position that multiple factors, working in synergy, promote the understanding of idioms in youth.
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Ngoge, Amos Tabley. "Assessing Comprehension of English Idioms: A Case of University Students in Unguja." Journal of Linguistics, Literary and Communication Studies 2, no. 2 (November 19, 2023): 11–25. http://dx.doi.org/10.58721/jllcs.v2i2.354.
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Understanding English idioms is essential to mastering the language. Despite idioms being extensively studied in the African context, showing the importance of idiomatic competence, studies on how Zanzibari students comprehend idioms are still limited. Therefore, this study was conducted to assess the extent of comprehension of English idioms among university students in Unguja to establish if this would enhance their proficiency in English. The study adopted a mixed-method approach and a descriptive research design. The researcher used questionnaires and cloze tests to collect data from 180 respondents from three universities in Zanzibar; the State University of Zanzibar, Sumait University, and Zanzibar University. The findings revealed that the respondents’ performance in idiom comprehension was below average. The findings add to linguistic theory and practice, specifically to the studies on idioms.
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Nur Amalia Atikah, Siti Zalifah Ramli, Nur Ain Najihah Ibharim, Siti Aishah Zahari, and Muhammad Asyraf Abdullah Zawawi. "Learn Idioms Using Augmented Reality." International Journal of Multimedia and Recent Innovation 3, no. 1 (March 14, 2021): 11–16. http://dx.doi.org/10.36079/lamintang.ijmari-0301.209.
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English language is international language that are worldwide use and also one of the important language in communication and a main-medium of instruction in education in Malaysia. In order to become good in English we must learn since we were kids like since preschool and primary school and that show how important to learn English language. Then it need to help the students especially the pre-school and the primary school students to learn English in more effective and attractive ways so that they will not feel boring or lost interest in learning English language. Aim of this research is to find an interactive tool that can be used in learning an English idioms. This research use RAD Model to develop AR application and quantitative methods through questionnaires were implemented to evaluate the research that were developed. The research was evaluated by 10 teachers who teach English Language and evaluated based on usefulness, satisfaction and ease of use questionnaires.
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Cignoni, Laura, Stephen Coffey, and Rosamund Moon. "Idiom variation in Italian and English." Languages in Contrast 2, no. 2 (December 31, 1999): 279–300. http://dx.doi.org/10.1075/lic.2.2.08cig.
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This article reports on two parallel but independent studies of idiom variation in corpora — one of Italian and one of English. In the Italian study, 324 idiomatic expressions were looked for in a corpus of 16 million words, while the English study investigated more than 2,800 idioms in an 18-million word corpus. A description is given of the search techniques employed to locate instances of variation. We present our findings by first describing the variation types common to both languages and thereafter examining cases where variation seemed to be wholly or predominantly language specific. Many similarities were found to exist between the two languages, and language specific variation could often be related to more general language specific features. We also comment on the overall frequency of idiom variation, which was found to be very similar in the two studies. In our concluding remarks we suggest that contrastive idiom analysis of the sort carried out, could and should be undertaken between other language pairs, and that the resulting interlingual descriptions would be of use in practical applications such as second language learning and computational tasks.
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Alawiyyah, Anisa, Ria Saparianingsih, and Nadia Nurul Maulidiyah. "SEMIOTIC ANALYSIS OF IDIOMATIC IN THE MAZE RUNNER: THE DEATH CURE MOVIE." Dialectical Literature and Educational Journal 6, no. 1 (June 30, 2021): 1–9. http://dx.doi.org/10.51714/dlejpancasakti.v6i1.41.pp.1-9.
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This research discussed the semiotic analysis of idiomatic expressions found in The Maze Runner: The Death Cure movie by Wess Ball and its impact on English. This research aimed to find idiomatic expressions revealed in the dialogue in the movie; to find the meaning of symbols contained idiomatic expressions in dialogues; to find the impact of semiotic analysis in idiomatic expressions found in movie. In this research, researchers used qualitative research in the type of content analysis using descriptive approach to help the analysis of the data that found in the movie. The researchers looked for idiomatic expressions in the movie and symbols of idiomatic expressions. Finally, researchers reveal the impact of semiotic analysis in idioms found in movie on English. From the results, there are 59 idiom expressions divided into lexemic and sememic idioms. From lexemic idiom found 37 phrasal verbs; 2 irreversible binomials; 10 phrasal compounds; and 1 incorporating verb. From the sememic idiom found 2 idioms of politeness; 1 idiom of detachment; 4 idioms of greeting; and 2 famous quotations idioms. There are 26 symbols from 59 idiom expression in the movie. Its effects on English make students more fluent in English and look like native speakers, add new vocabulary, make students aware of cultural differences in language, and know more about meaning.
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Horvath, Julia, and Tal Siloni. "Idioms: The type-sensitive storage model." Linguistics 57, no. 4 (July 26, 2019): 853–91. http://dx.doi.org/10.1515/ling-2019-0017.
Full textAbstract:
Abstract Idiom surveys conducted on both English and Hebrew motivate a distinction between phrasal idioms, which are headed by a lexical head, and clausal idioms, which involve sentential functional material. The surveys show that these two types of idioms have different patterns of distribution across diathesis alternations. A verbal passive phrasal idiom necessarily shares its idiomatic meaning with the corresponding transitive, while the unaccusative, adjectival passive and transitive can head their own phrasal idioms. This behavior of phrasal idioms contrasts with the strong tendency of clausal idioms to be specific to a single diathesis. The Type-Sensitive Storage (TSS) model, which we propose, accounts for these findings, by motivating a different storage (lexical listing) strategy for each idiom-type. Phrasal idioms are argued to be stored as subentries, while clausal idioms are independent entries. Assuming the verbal passive is derived post-lexically, thus lacking its own lexical entry, the model explains why it cannot host idiomatic meanings specific to it. In contrast, the adjectival passive, unaccusative and transitive have their own lexical entries under the model, and thus can have their own idiomatic meanings. Clausal idioms are stored as independent entries, and therefore their storage does not depend on the existence of other lexical entries.
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Krisandini, Margarete Theda Kalyca, and Adi Sutrisno. "The Translation of Idioms from English into Indonesian: The Case of J.K. Rowling’s <em>Harry Potter and the Half-Blood Prince</em>." Lexicon 8, no. 1 (April 7, 2022): 24. http://dx.doi.org/10.22146/lexicon.v8i1.65904.
Full textAbstract:
Idiom is a fixed group of words which has a particular meaning. Translating idioms to another language can be considered complicated and quite challenging because it cannot be translated word-by-word. This research aims to identify the types of idiom found in the novel Harry Potter and the Half-Blood Prince and its translation strategies in Harry Potter dan Pangeran Berdarah-Campuran. The data used in the research were idioms found in Harry Potter and the Half-Blood Prince and idioms translation in Harry Potter dan Pangeran Berdarah-Campuran. The result shows that there are 270 idioms found in the novel. These idioms were classified into three types according to Chitra Fernando (1996). Most of the idioms belong to pure idiom with 137 idioms (50.9%), followed by semi idiom with 72 idioms (26.4%), and literal idiom with 61 idioms (22.7%). Furthermore, the translation strategies of these idioms were analyzed using the theory of idiom translation strategies by Mona Baker (1992) and Peter Newmark (1991). The most frequently applied strategy is translation by paraphrase with 222 idioms (82.2%), followed by literal translation with 28 idioms (10.4%), translation by using an idiom of similar meaning and dissimilar form of 14 idioms (5.2%), and finally translation by omission of 4 idioms (1.5%). Translation by paraphrase is the most frequently applied strategy because of the difficulty in finding equal idioms in target text.