Idioms In Language Learning

Language learning process is very complicated and it covers various dimensions. Among these dimensions, vocabulary knowledge gained a crucial position. As Laufer (1997) claims vocabulary learning is the main component of language and knowledge acquisition. Concerning above points, it should be noted that vocabulary knowledge is not confined to words but also it is replete with routine language items, particularly fixed idioms that are metaphorical expressions (Rodriguez & Winnberg, 2013). As D’Angelo Bromley (1984), states, idioms are prevalent in all languages and the speakers of all languages employ them in their communicative acts. Cooper (1999) investigates the role of idioms in language discourse statistically. As he claims language

RQ3) Does lexical awareness have any significant effects on Iranian EFL learners' production of idiom?

RQ4) Does storytelling have any significant effects on Iranian EFL learners' production of idiom?

RQ5) Does visualization have any significant effects on Iranian EFL learners' comprehension of idiom?

RQ6) Does game have any significant effects on Iranian EFL learners' comprehension of idiom?

RQ7) Does lexical awareness have any significant effects on Iranian EFL learners' comprehension of idiom?

RQ8) Does storytelling have any significant effects on Iranian EFL learners' comprehension of idiom?

1.6. Research Hypotheses

In compliance with the above questions, the following null hypotheses are formulated:

H01) Visualization does not have any significant effect on Iranian EFL learners' production of idiom.

H02) Game does not have any significant effect on Iranian EFL learners' production of idiom.

H03) Lexical awareness does not have any significant effect on Iranian EFL learners' production of idiom.

H04) Storytelling does not have any significant effect on Iranian EFL learners' production of

Lexical awareness: According to Longman Applied Linguistic Dictionary an approach to language teaching that is based on the view that the basic building blocks of teaching and learning are words and lexical phrases, rather than grammar, functions or other units of organization. The lexicon is seen as playing a much more central role in language organization, language learning, and language teaching than, for example, grammar, and occupies a more central role in syllabus design, course content, and teaching activities.

1.7.7. Story telling: Delett (1997) defines as, “Storytelling is the oral interpretation of a story, during which the storyteller invites the listeners to create meaning through conversation and imagination.” Paran and Watts (2003, p.7) say that stories are descriptions of dramatic events in fiction or in fact. Roney (1996) gives a more detailed definition,

“Storytelling is a process where a person (the teller) using vocalization, narrative structure and mental imagery, communicates with other humans (the audience) who also use mental imagery and, in turn, communicate back to the teller primarily via body language and facial expression. The communication cycle is ongoing, and in the process a “story” is created. (p.2)

1.8. Limitations and Delimitations of the