This book explores norm and anomaly in various contemporary Anglophone linguistic, didactic, literary and cultural studies. The authors provide an international forum for the discussion and exchange of ideas. They analyze, among others, humour in comics and sitcom discourse, riddles and their linguistic properties, idiomaticity in language teaching. They also set their focus on issues like the uses of antipassive-like and extraposed constructions, as well as problems related to order and chaos, expression and repression, autonomy and oppression, harmony and discord in modern and contemporary British and US literature and culture.
Is Teaching Idioms Bringing Students Closer to Language Norms? (Agnieszka Wróbel)
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Siedlce University of Natural Sciences and Humanities, Faculty of Humanities, Poland e-mail: email@example.com
Is Teaching Idioms Bringing Students Closer to Language Norms?
Abstract: Idiomaticity is indisputably one of the most crucial features of native language. Attaining such native-like idiomaticity has been the ultimate goal of foreign language learning and teaching even though ‘English to get by’ approaches have also had their justifiable presence. The paper presents and discusses a common, and rather mistaken, perception of idiomaticity in ELT that narrows the phenomenon to the traditional concept of idiom as an opaque and fixed turn of phrase that usually conveys a noun or verb meaning. The paper argues that idiomaticity, when it comes to English teaching and learning, should be considered in this much broader sense. It also suggests that a more systematic approach to teaching idiomaticity should focus on awareness raising and noticing tasks.
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