This study aims to present some strategies for teaching the students Arabic idioms. Arabic idioms can be defined as expressions whose meaning is not predictable from the usual meanings of its constituent elements, as kick the bucket or hang one’s head, or from the general grammatical rules of a language, as the table round for the round table, and that is not a constituent of a larger expression. In linguistics, idioms are usually presumed to be figures of speech, contradicting the principle of compositionality. That compositionality is the key notion for the analysis of idioms is emphasized in most accounts of idioms. This principle states that the meaning of a whole should be constructed from the meanings of the parts that make up the whole. In other words, one should be in a position to understand the whole if one understands the meanings of each of the parts that make up the whole. The strategies presented in this paper are based on the definitions or the linguistic peculiarities of idiom, mainly from the syntactic and semantic points of view. It’s worth mentioning that recently Arab linguists are showing unprecedented interests in idiomatic expressions and compiling the dictionary of Arabic idioms.
The ability of being able communicate in English is one of the core abilities to be reared for the students who have to live in the modern society. English is one of the important languages of today. In order to learn such English, the most basic words and idioms need to be learned first. According to the previous studies, In the elementary school, students tend to lose their interest and affection about English as they move up the grades. However, In recent, 62% of th elementary school students have a smart phone and the main function used by 58% among them is games. Due to these reasons, Interrest in learning smartphone game has been increasing. this study intends to design and implementation the educative games for the learning of English idioms on smart phone so that the students can get interest and fun. The English idioms educating game which shall be produced in this study not only is easy and fun to be played by the learner but also made it possible for the English idioms learning not to be boring by adding fun and giving motivations through competitions among the learners by making each obtainments of alphabets of each English idioms into points. In order to induce the repetitive learning of the learners, the lesson menu was used to allow the English idiom repetition lesson. Also, the acceleration sensor of the smart phone was utilized to produce this game so that the game is played fluidly and conveniently.
The study is an attempt to investigate on the features of using Idioms in "HongLouMeng", a Chinese literature. While classifying and analyzing idioms used in "HongLouMeng". The study conclude that there are two categories of the features of using Idioms in "HongLouMeng". One is the features in style such as number of letters and signal article. The other is the features in terms of content such as metaphor, replaceability and similarity. First, number of letters. Based on the number of letters, the idioms are classified into four-lettered idioms and non four-lettered idioms which consist of more or less than six letters. Chengyu(成語) is commonly four-lettered, while Suyu(俗 語) is mostly six lettered. Xiehouyu(歇后語) has the largest number of letters since it has to be considered with preceding and following letters. Second, signal articles. The articles such as ‘俗語說(Suyushuo)’ helps idioms to be clear with the intended meaning. Third, metaphor. As the almost every idiom is used as a figurative expression, idioms in "HongLoumeng" also tend to be has same effect. Forth, replaceability. Suyu(俗語) can be replaced by Chengyu(成 語) or Xiehouyu(歇后語) and vice versa. The virtue of the author's fluent commend of language allows the replaceability between idioms, in the way of using Chengyu(成語) or Xiehouyu(歇后語) to implicate Suyu(俗語). Fifth, similarity. Throughout "HongLouMeng" a number of idioms were replaced into similar expressions with same meaning which use a new word or rephrase the order of words. Idioms which contain same lessons and messages are also found numerous times with completely different structure and words. Replacing idioms instead of repeating exactly same expression shows the outstanding linguistic ability of author. The study on the five features would help to understand idioms in "HongLouMeng" more clear and make it much interesting. The author's fluent commend of language is worth to be consideredfrom various angles as it plays important role in a linguistic and a culturological points of view.
The study is an attempt to investigate on the features of using Idioms in "HongLouMeng", a Chinese literature. While classifying and analyzing idioms used in "HongLouMeng". The study conclude that there are two categories of the features of using Idioms in "HongLouMeng". One is the features in style such as number of letters and signal article. The other is the features in terms of content such as metaphor, replaceability and similarity. First, number of letters. Based on the number of letters, the idioms are classified into four-lettered idioms and non four-lettered idioms which consist of more or less than six letters. Chengyu(成語) is commonly four-lettered, while Suyu(俗 語) is mostly six lettered. Xiehouyu(歇后語) has the largest number of letters since it has to be considered with preceding and following letters. Second, signal articles. The articles such as ‘俗語說(Suyushuo)’ helps idioms to be clear with the intended meaning. Third, metaphor. As the almost every idiom is used as a figurative expression, idioms in "HongLoumeng" also tend to be has same effect. Forth, replaceability. Suyu(俗語) can be replaced by Chengyu(成 語) or Xiehouyu(歇后語) and vice versa. The virtue of the author's fluent commend of language allows the replaceability between idioms, in the way of using Chengyu(成語) or Xiehouyu(歇后語) to implicate Suyu(俗語). Fifth, similarity. Throughout "HongLouMeng" a number of idioms were replaced into similar expressions with same meaning which use a new word or rephrase the order of words. Idioms which contain same lessons and messages are also found numerous times with completely different structure and words. Replacing idioms instead of repeating exactly same expression shows the outstanding linguistic ability of author. The study on the five features would help to understand idioms in "HongLouMeng" more clear and make it much interesting. The author's fluent commend of language is worth to be consideredfrom various angles as it plays important role in a linguistic and a culturological points of view.
For learning foreign language, literature could make an easier and efficient way by offering indirect experience. The study is an attempt to investigate on idioms used in "Hong Lou Meng," the most representative Chinese literature, focusing on not only various features as the results of classification but also the classification process itself, which makes the basis of studies on idioms. In this article, after classifying idiom into Cheng-Yu(成語)ㆍ Su-Yu(俗語) and Xie-Hou-Yu(歇后語), the idioms used in "Hong Lou Meng," were categorized at ≪ Hong Lou Meng Ci Dian≫ by themes and messages. The result of this study is as follows: First, "Hong Lou Meng" shows idioms 120 times and those are classified into three categories; 344 Cheng-Yu(成語), 173 Su-Yu (俗語) and twenty Xie-Hou-Yu(歇后語). Second, the themes of idioms are classified by following criteria; food, clothing, housing, animal, plant, figure, body, tool, number, disease, and etc. “Body” is the most frequently used theme, 45 times, followed by “Number”, 42 times. Third, the messages of idioms are classified into moral lesson, satire, analogy, metaphor and etc. The study shows the author’s ability to make euphemisms, using analogy which generally inherent in idioms. The study also shows various idioms; those which became symbolic over a long period of time, a few contain religious messages, and some derived from ancient events or authentic precedents. The article investigates on various features which were found during the classification process of idioms in “Hong Lou Meng." The investigation make learning Chinese idioms much easier and help understanding culture and tradition in ch’ing dynasty. Furthermore, there would be expected more outcomes and significant results, if a study goes into idioms used in "Hong Lou Meng."
본 연구는 EFL 학습자들이 강화 입력 문맥(enhanced input context) 과업 활동을 통해 분해적 (decomposable) 및 비분해적(non-decomposable) 숙어들을 어떻게 다르게 즉각적 회상(immediate recall) 하고 기억유지(retention) 하는지를 조사하였다. 이는 선행연구 등에서 주장하는 분해적 숙어가 비분해적 숙어보다 이해 처리과정에 유리하다는 주장과 이와 관련된 숙어이해 처리과정에 관한 의미적 분해성(semantic compositionality) 의 역할에 대한 견해와 이에 반하는 견해를 논의의 바탕으로 하였다. 이를 위해 동사 구절 (동사+관사+명사) 형태를 갖는 12개의 목표숙어 (6 decomposable idioms & 6 non-decomposable idioms)가 선정되었고 학습자들은 강화입력 문맥, 즉 볼드체(bolding) 와 우리말 주석(L1 glossing) 이 있는 목표 숙어들을 보면서 하나의 목표 숙어 당 3개의 문장에 목표 숙어들을 빈 칸에 채워 넣기(cloze production) 를 하며 그 문맥의 의미를 이해하는 과업 활동을 하였다. 결과 분석에 의하면 비록 학습자들은 두 유형의 숙어에 있어서 전체적으로 높은 비율의 수용적 (receptive) 및 생산적(productive) 단기회상(immediate recall) 과 수용적 장기기억 유지(delayed retention) 를 나타냈지만, 비분해적 숙어가 분해적 숙어보다 수용적, 생산적 단기 회상 및 수용적 장기기억 유지에 있어 현저하게 의미 있는 결과를 나타냈다. 이러한 결과는 숙어를 구성하는 단어들의 의미를 추측하여 더 빨리 이해 처리한다는 분해성의 효과에 반하는 결과로써, L2 학습자들이 강화된 입력 문맥의 이해와 함께 목표어를 쓰는 연습(cloze production)을 이용한 과업 활동을 통해 숙어를 연습할 경우 오히려 비분해적 숙어가 하나의 긴 단어처럼 문맥 안에서 그 의미를 더 잘 이해하고 기 억할 수 있다는 것을 보여주고 있다.