Presentación TFM - 2.5

8/13/2019 Presentacin TFM - 2.5

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Juan Salvador Busaid DazMESOB 2012-2013


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Idiomatic expressions have been seen for many years asarbitrary phrases which must be learned by rote.

The role they were assigned in the big picture of boththeoretical linguistics and second language teaching has beena very peripheral one until recent times.

Recent findings from Cognitive Linguistics have proved thatidioms are not as arbitrary as they seem to be, but aremotivated

Teachers should take advantage of this, in order to makeidiom instruction a much more fruitful activity.


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1) Study the use of idioms in English language classrooms inSecundaria and Bachillerato by:

a. Analysing different textbooks .

b. Examining the perceptions of Secondary School teachers .

2) Propose a series of sample activities which may helpteachers and learners tackle this complex category takinginto account findings the field of Cognitive Linguistics.


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Idiomaticity is a matter of degree.

Central and peripheral members, fuzzy boundaries, overlaps.

A set of properties forming an intricate picture of the category.

Characteristics of idiomatic expressions (Nunberg et al. 1994;Penttil 2010; Wulff 2008):

Institutionalisation

Non-compositionality

Syntactic restrictedness Multiwordiness

Figuration


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Books examined: Gateway B1 (Macmillan, 2 ESO)

Activate B1 (Pearson Longman, 3 ESO)

Viewpoints 2 (Burlington Books, 2 Bachillerato

Idiomatic expressions found: Typical idioms

Idiomatic formulas

Idiomatic phrasal verbs Collocations

Quotations & Proverbs


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11 Secundaria & Bachillerato teachers

8 open questions

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Question 3: To what extent do you believe it is

important for ESO students to learn this kind ofexpressions? What about Bachillerato students?


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Question 4: Which approaches do you think workbest when trying to teach idioms in the SecondarySchool and Bachillerato classrooms?


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Question 5: To what extent do your students pick up the idioms you teach? Is it difficult for them?


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Question 6: Do your students include in theirwritten and spoken output the idioms you havetaught them?


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Central concept: motivation arbitrariness

Semantic motivation use of CMs

Structural motivation

examinationof origin

catchy soundpatterns (mainlyalliteration, rhyme)


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1. Introduction to conceptual metaphors

2. Students are given a story with phrasesbelonging to three different CMs (e.g.: LOVEIS MADNESS, LIFE IS A GAMBLING GAME andTIME IS MONEY).

3. Students identify the different expressionsin the text and classify them according tothe CM


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The presence of typical idioms in textbooksseems to be low, especially in ESO books.

When we take into account the whole range ofexpressions with shades of idiomaticity the

results are much more promising.Secondary & Bachillerato teachers think that thereis a deficiency with regards to idiom instructionin English classrooms.

Teachers should show the motivation behindidioms to their students, in order to make idiominstruction much more fruitful.

Presentación TFM - 2.5

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