چکیده:
To investigate the effects of etymological elaboration, contextual pragmatic clues, and lexical knowledge on L2 idioms comprehension and production, 60 male intermediate level EFL students in three groups were selected. Each group was randomly assigned to one treatment condition. Group one participants were presented with the etymological explanation of idioms. In group two, the same idioms were presented in short, familiar contexts, and in the third group, the participants focused on the exact meaning of the constituent parts of each idiom. At the end of the experimental period, comprehension and production posttests of idioms were administered. Two one–way ANOVA procedures were used to analyze data. Results showed that the participants of the etymological elaboration group performed significantly better than the participants of the lexical knowledge group on idiom production. The differences between the means in all other comparisons were not statistically significant. These findings may have implications for teachers, learners, and syllabus designers.
خلاصه ماشینی:
com To investigate the effects of etymological elaboration, contextual pragmatic clues, and lexical knowledge on L2 idioms comprehension and production, 60 male intermediate level EFL students in three groups were selected.
They have inspired new insights into the field of applied linguistics suggesting more insightful and systematic approaches to L2 idioms learning (Boers, Demecheleer, & Eyckmans, 2004) The objective of the present study is to investigate three strategies on L2 idioms learning: etymological elaboration, contextual pragmatic clues, and lexical knowledge.
Are there any significant differences among the effects of etymological elaboration, contextual pragmatic clues, and lexical knowledge on EFL learners’ comprehension of L2 idioms?
Research on idiom processing and comprehension in English has resulted in the emergence of different idiom processing models, which have been 183 Iranian Journal of Applied Language Studies,Vol 6, No 2, 2014 summarized as five models (Bobrow & Bell, 1973; Gibbs, 1984; Gibbs & Gonzales, 1985; Gibbs, Nayak, & Catting, 1989; Swinney & Cutler, 1979; Titon & Connie, 1999).
71 Based on Table 3, it is evident that the group instructed through etymological elaboration has the highest mean, followed by the group that 195 Iranian Journal of Applied Language Studies,Vol 6, No 2, 2014 received contextualized idioms; the lexical knowledge group has the lowest mean.
Discussion The present study attempted to investigate the effects of etymological elaboration, contextual clues, and lexical knowledge on idiom comprehension and production of intermediate EFL learners.
This means that etymological elaboration, contextual clues, and lexical knowledge had no differential effects on learners' idiom comprehension.