Research Paper About Idiom

This chapter outlines the background to L2 idiom comprehension and production an overview of some notable advances in idiom teaching in an EFL context. In particular, Section 1.1 discloses the factors influencing the comprehension of L2 idiomatic phrases and yields insight into the issue of idiom comprehension in non-native speakers. Section 1.2 discusses the pedagogical approaches implementable in teaching figurative idioms

There are many relevant researches. In his works entitled Studies of Chinese I

A main important part of second language research deals with different aspects of teaching idioms. For example,

Nattinger, De Carrico, (1992) cited in Tajali & Tehrani (2009) considers idioms as most important subcategory of lexical phenomenon

On the other words EFL learners who only learn individual words will need a lot of time and endeavor to express themselves. Consequently, it is important and essential to make students aware of idioms and their ability to usage in language production.

When idioms in one language are translated in to other languages they may lose their actual meaning because many idioms are specific to the culture. Idioms are special mode of expression, use or grouping of words, peculiar to a specific language (The Universal Dictionary of the English Language, 1958).

Type of idiom

According to Stathi (2006:27), the term ‘idiom’ can refer to two types of fixed expressions. First, in a narrow sense, idioms are ‘expressions whose idiomaticity is semantic; typical expressions are kick the bucket, spill the beans etc. Second, idiomaticity is a formal property of expressions and is more or less equated with the fixedness of form; for example, by and large.

Reasons for learning and teaching L2