Idiom Learning

The present study endeavors to investigate the impact of etymological treatments on learning idioms among English language learners. Sixty intermediate students at Islamic Azad University in Tonekabon were selected from among a total number of 75 learners based on their performances on the Cambridge Preliminary English Test (PET) to fulfill the purpose of the study. The students were then assigned into an experimental group and a control group. Initially, a pre-test of idiomatic expressions including 36 idiomatic items was administered to the participants in all groups. During the instructional period, the experimental group was taught a group of abnormally decomposable idioms through different treatments elaboration. At the end of the instructional

This article makes an attempt to resolve this complex matter through a practical lesson, which is based on the etymology of the word hermetic. This sample lesson is examined both theoretically and practically through teaching it in an advanced class and gathering the students‟ opinions about it, using a short questionnaire. These opinions show a positive attitude toward the lesson on the part of the students. The importance of idiom learning can be perceived by looking at the body of research done in this regard (e.g. Singleton, 2008), the type of teaching techniques and materials developed (e.g. Gairns & Redman, 1998), and also the number of word lists offered for different purposes (e.g., West, 1953; Nation, 1990; Laufer, 1992; or Cobb,

Sixty students were selected as intermediate level learners. Intact group method was used in selecting the participants. In other words, the students were non-randomly selected and then randomly assigned to a control group and an experimental group. Initially, the researcher provided the participants with some introductory information about the objectives of the course, the importance of learning idioms, the difficulties of learning and memorizing idioms through verbal definitions, and finally different methods of treating idioms along with the other tools. The participants were administered a proficiency test before being exposed to the treatments. A pretest including the target idiomatic expressions was administered to the target population to assess the students’ degree of familiarity with the target items in the second instructional session. The participants in the experimental group followed a procedure different from the one pursued in the first group. They were provided with some handouts including the etymology of the idioms. In the thirteenth session, the participants in the three groups had to review the idioms they had learned during the instructional period. Finally, a posttest was administered to the participants in the ultimate session to assess the students’ degree