Teaching Idiomatic Expressions an Idiom Research Paper

Download this Research Paper in word format (.doc)

Note: Sample below may appear distorted but all corresponding word document files contain proper formatting

Excerpt from Research Paper:

), there is far more to their use than simple memorization. Instead, as English moves into a lingua franca situation in global economics and politics, students of English need to understand idioms in order to respond and understand context as well as fact. Not doing so reduces ESL speakers to a reduced form of English and a larger scenario of uncomfortability within community, school, and therefore, culture (O'Keeffe, McCarthy and Carter, 90-8).

Lesson Ideas- Teaching idioms can be difficult and challenging simply because they must be memorized within a new cultural setting. Depending on the level of the student, it may be necessary to provide more or less explanation about the why. In other cases, simple memorization is really the only way to increase the use; making it a game; showing how used in prose, and practicing in writing and speaking will often help. However, it is wise to limit idiomatic lessons to under ten (10) idioms at a time, and to concentrate on those in most frequent usage (e.g. His dog is about 8 years old (about meaning approximately); it's all over -- we can go home now (meaning completed): You'd better brush up on your math skills (meaning study again, or finally learn something correctly). Some techniques that have been successful are listed below.

Introduce 3-5 for younger and 5-8 for older, idioms at a time using the tollowing format (Swick):

Example: Idiom "to see eye-to-eye"

Meaning: To agree on something

Usage: Usually as a verb phrase

Model: We can sign the contract now. We see eye-to-eye.

Cue: Two friends are arguing.

Response: Students make up sentences from cue.

Original sentence: Students find new sentence to use.

Use a variety of written exercises to support and buttress new idioms. It is helpful if student keep an Idiom Dictionary of their own in a notebook, or flashcards in which they can alphabetize by beginning word in an idiom.

Review the idiomatic meaning of "about, the complete the sentences with an infinitive phrase that makes sense.

Example: He was about to leave for school:

My mother was about ____ twenty-two when I was born.

Let me know when the doctor is about ____ to begin, to leave, to operate, etc.

Write X number of sentences using the idiom "about."

As students become more advanced you can vary the complexity of the grammar when dealing with idioms.

Using the sentence below, write 4 questions with the interrogatives given. "One of the friends probably won't feel like going fishing tomorrow." (Pre teach -- the phrase "to feel like" has nothing to do with feeling, but rather used as "to wish" and usually followed by a gerund (walking, taking, arguing, etc.)

WHERE -- Where will one of the friends probably not feel like going tomorrow?

WHEN -- When will one of the friends probably not like going fishing?

HOW MANY -- How many friends will probably not feel like going fishing tomorrow?

WHY -- Why will one of the friends probably not feel like going fishing tomorrow?

Rewrite the sentences below in the TENSES given. Note that in this case, the example sentence is in the passive voice. (Pre-Teach: "To fire" has nothing to do with the element of fire; it refers to someone being discharged or losing their job.) "John is fired by the owner himself." Or "The owner himself fired John."

PAST -- was fired

PRESENT PERFECT -- has been fired

PAST PERFECT -- had been fired

FUTURE -- will be fired

FUTURE PERFECT -- will have been fired

Match game. List idioms and then definitions, make a game of timing who can find the most first, etc.

a. To put up with

b. red tape

c. right away

d. To know the ropes

e. To run out of

f. from scratch, etc.

From the very start or beginning

____ 2. To be properly trained

____ 3. To have to endure….. etc.


Bogards and Laufer-Dvorkin. Vocabulary in a Second Language. Philadelphia, PA: John Benjamins, 2004.

Cacciari and Levorato. "How Children Understand Idioms in Discourse." Journal of Child Language 16.1 (1989): 387-405.

Evans and Pourcel. New Directions in Cognitive Linguistics. Philadelphia, PA: John Benjamin, 2009.

Francis, E. A Year in the Life of an ESL Student. Victoria, BC: Trafford Publications, 2008.

Gibbs, R.W. "Skating on Thin Ice: Literal Meaning and Understanding Idioms in Conversations.." Discource Processes 9.1 (1986): 17-30.

Harley, T. The Pscyhology of Language: From Data to Theory. East Sussex, UK: Pscyhology Press, 2001.

Martin, G. "As Easy as Pie." Feburary 2010. The Phrase Finder. November 2010 .

Nippold and Martin. "Idiom Interpretation in Isolation vs. Context." Journal of Speech and Hearing Research 32.2 (1989): 59-66.

O'Keeffe, McCarthy and Carter. From Corpus to Classroom: Laguage Use and Laguage Teaching. Cambridge: Cambridge University Press, 2007.

Putz, Ptz and Sicola. Cognitive Processing in Second Language Acquisition. Philadelphia, PA: John Benjamin, 2010.…[continue]

Some Sources Used in Document:


Cite This Research Paper:

"Teaching Idiomatic Expressions An Idiom" (2010, November 12) Retrieved December 10, 2016, from http://www.paperdue.com/essay/teaching-idiomatic-expressions-an-idiom-6856

"Teaching Idiomatic Expressions An Idiom" 12 November 2010. Web.10 December. 2016. <http://www.paperdue.com/essay/teaching-idiomatic-expressions-an-idiom-6856>

"Teaching Idiomatic Expressions An Idiom", 12 November 2010, Accessed.10 December. 2016, http://www.paperdue.com/essay/teaching-idiomatic-expressions-an-idiom-6856

Other Documents Pertaining To This Topic

  • Linguistics English Idioms an Idiom

    The reaction on the part of the community of language researchers has ranged between the grudging acceptance that some multiple word collocation do exist in the lexicon, and the lexicon re-conceptualized as incorporating elements from all levels of linguistic structure. "According to this second view idiomatic expressions represent one end of a continuum which places highly analyzable and semantically decomposable utterances at one end, and highly specified, semantically opaque

  • Pragmatic Linguistic Awareness Motivation Research Study Outline

    Pragmatic Linguistic Awareness Motivation Research Study Outline on Pragmalinguistic Awareness A helpful one-line summary of the research study, indicating the topic area and including all the key concepts to be studied. Takahashi tested eighty Japanese students with a noticing-the-gap activity after administering a motivation questionnaire and an L2 proficiency test, finding that pragmalinguistic awareness was correlated with motivation subscales, but not with proficiency. Link to previous research: What the author (SATOMI TAKAHASHI) had

  • Computer Assisted Writing Learning Applied

    " Shin (2006) Shin also states that the CMC literature "illustrates shifts of focus to different layers of context." Early on, research relating to CMC in language learning and teaching looked at the linguistic content of CMC text to examine how language learners could improve certain communication functions and learn linguistic figures through CMC activities (Blake, 2000; Chun, 1994; Kern, 1995; Ortega, 1997; Pellettieri, 2000; Smith 2000, Sotlillo, 2000; Toyoda

  • Theories Tactics Methods and Techniques

    EDSE 600: History and Philosophy of Education / / 3.0 credits The class entitled, History and Philosophy of Education, focused on the origin of education and the "philosophical influences of modern educational theory and practice. Study of: philosophical developments in the Renaissance, Reformation, and revolutionary periods; social, cultural and ideological forces which have shaped educational policies in the United States; current debates on meeting the wide range of educational and social-emotional

Read Full Research Paper
Copyright 2016 . All Rights Reserved