Idioms

University of Alabama, USA.

"Overall, the book is an excellent reference for pre- and in-service language teachers, as well as those interested in the basics of idioms and language teaching. The accessible language, the quick summary and discussion questions that follow each chapter, the glossary, and the annotated list of selective idiom references make this book especially attractive for graduate courses in applied linguistics and related fields."--Teachers College Record "The book draws on a lot of research, is friendly to the reader, and will be of good value to teachers." --Paul Nation, Victoria University of Wellington, Australia

• @contents: Selected Contents:Table of ContentsPrefacePart I: Idiom Description: Definition and Use: Chapter 1. . . Idiom Definition and Classification Introduction Defining idioms: Diverse viewsA perspective from language learners Classification of idiomsPhrasal verbs: A unique group of idiomsSummary Chapter 2. . . Idiom Use: Function, Variation, Frequency, Register IntroductionThe idiom principle Function VariationRegister Culture and idiom useSummary Part II: Idiom ComprehensionChapter 3. . . L1 Idiom Comprehension IntroductionFive major processing modelsThe disassociation of semantic and syntactic processingThe idiom key hypothesisSummary Chapter 4. . . L2 Idiom ComprehensionIntroductionMajor strategies usedUnique Processing modelSummaryChapter 5. . . Factors that Affect Idiom ComprehensionIntroductionFactors on the part of idioms and their useFactors on the part of language usersFactors affecting L2 idiom comprehension only Summary Part III: Idiom Acquisition and PedagogyChapter 6. . . Idiom Acquisition and Its importance in language development IntroductionSkills and knowledge needed for idiom acquisitionThe role of rote learningThe effect of different types of idioms and sequence of idiom acquisitionThe importance of idioms in language developmentSummaryChapter 7. . . Selection and Organization of Idioms for instructionIntroductionSelection criteria and useful selection practicesTypes of information neededIdiom organizationPassive vs. active idiomsSummary Chapter 8. . . Idiom Pedagogy: Macro strategies and General approachesIntroductionRaising students’ sensitivity to and interest in idiomsIncorporating idiom teaching into the entire curriculumAdvancing a heuristic approach with discovery learning activities andadequate contextual information Promoting "conceptual motivation analysis" and L2 cultural knowledgeEmploying a variety of activities to deal with different types of idioms andaccommodate diverse learnersUsing direct study as a supplement to contextualized learning Enhancing idiom retention with effective mnemonic strategiesTraining and boosting learning strategy useConducting unplanned idiom teaching Overcoming avoidance error and welcoming creative idiom usePros and cons of proactive vs. retroactive approachSummaryChapter 9. . . Idiom Pedagogy: Micro strategies and TechniquesIntroductionNoticing and identifying idiomsUnderstanding idioms and developing interpretation strategiesAnalyzing idioms for connotation, register and other in-depth understandingRetrieving and using idioms for comprehensionRetrieving, generating, and using idioms for productionUsing effective mnemonic techniques for retention Explaining idioms to help students notice and understand themUsing idiom dictionariesSummary Chapter 10. . .Error treatment and assessment in idiom instructionErrors and their treatmentAssessment Summary