The Role of Imagery in Dictionaries of Idioms

Szczepaniak, Renata; Lew, Robert

doi:10.1093/applin/amr001

Cited by 41 publications

(39 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…En d'autres mots, les images phraséologiques sont dotées de valeurs métaphoriques qui ne sont pas nécessairement «dé-sactivées» pour l'usager; cela veut dire que, sur le plan psycholinguistique et cognitif, l'idiomaticité n'équivaut donc pas toujours à une absence de rapport motivé entre la dimension littérale et celle figurée (Gibbs, 1994;Cacciari, 1993;Belinchón, 1999;González Rey, 2010;Szczepaniak et Lew, 2011). D'une manière générale, cette possibilité de motivation entre la forme d'un élément linguistique et son sens ouvre la voie à un apprentissage lexical moins basé sur ce que l'on appelle l'étude par coeur:…”

Section: Forme Et Sens Des Mots: Les Enjeux D'un Rapport Motivéunclassified

Image, image, quelle motivation renfermes-tu ? Iconicité et apprentissage cognitif des expressions idiomatiques en FLE

Detry

2014

cref

View full text Add to dashboard Cite

ResumenA la hora de enfrentarse a la complejidad que las expresiones idiomáticas presentan en el contexto de una lengua extranjera (LE), es necesario no reducir su aprendizaje a un simple estudio memorís-tico y buscar una metodología de enseñanza adaptada, capaz de fomentar una implicación más cognitiva en los estudiantes. Para ello, mostraremos cómo crear tareas de aprendizaje de tipo resolutivo y reflexivo, basándose en la iconicidad fraseológica y la percepción de motivación semántica que esta puede provocar. También explicaremos, mediante algunos ejemplos concretos en lengua francesa, las diferentes orientaciones que el profesor podrá proponer en clase para guiar el trabajo de los estudiantes y reforzar su eficacia.Palabras clave: didáctica y aprendizaje de la fraseología; expresiones idiomáticas; iconicidad; motivación semántica; francés lengua extranjera. AbstractTo face the complexity that idioms imply in a L2 context, it's necessary not to reduce their learning to a mere study by heart and to look for an adapted teaching methodology, aiming to encourage a more cognitive students' implication. To this end, the way of exploiting the phraseological iconicity and the perception of semantic motivation that can provoke will be highlighted, in order to show how to create reflective and resolution-based learning tasks. By means of some concrete examples in French, the different orientations that the teacher could propose in the classroom to guide the student's work and strengthen its efficacy will be also explained.

show abstract

Section: Forme Et Sens Des Mots: Les Enjeux D'un Rapport Motivéunclassified

Image, image, quelle motivation renfermes-tu ? Iconicité et apprentissage cognitif des expressions idiomatiques en FLE

Detry

2014

cref

View full text Add to dashboard Cite

show abstract

“…Consequently, it is a challenging task for both educators and learners. For this reason, in recent years, linguists are trying to develop cognitive approaches to the teaching of idiomatic language (Boers, 2004;Grant, 2007;Szczepaniak & Lew, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…The results of their study showed that verbal definitions combined with pictorial clues facilitated the retention of idiom meanings. In consistence with this study, Szczepaniak and Lew (2011) investigated the usefulness of pictorial illustrations and etymological notes in idiom dictionaries. They found that although pictorial illustrations have a facilitative role on retention of both form and meaning of idioms, etymological notes do not have any positive effect.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Mental Imaging Technique on Idiom Comprehension in EFL Learners

Aydın¹

2017

ijlet

View full text Add to dashboard Cite

In an English Foreign Language learning context, where access to native like use of metaphorical language is limited, gaining this ability becomes challenging. For many years, foreign language educators didn't pay much attention to idiomatic language and assumed that idioms could only be taught through rote learning. For this reason, they face with difficulties in using appropriate approaches to idiom instruction. Furthermore, learners struggle with comprehending and practicing idioms. To resolve the concern, linguists are trying to develop cognitive approaches to the teaching of idiomatic language. The purpose of this study is to provide educators with guidelines to choose the appropriate idiom teaching technique for English Foreign Language learners taking into account the learners' metaphorical competence level and their cognitive style preferences. In evaluating the appropriate teaching technique, three different techniques (context out, context in and mental imaging technique) were used. The participants were presented 50 idioms. As a first technique, context out, idioms were taught with their definitions in the dictionary without additional contextual support. As a second technique, context in, in an attempt to investigate the effect of contextual support, idioms were both presented in a sentence and with their definitions. As a third technique, mental imaging technique, in an attempt to investigate the effect of Dual Coding approach, both pictorial representations of a mapping of literal senses of each idiomatic expression and verbal support (the definition of the idiom and the sentence in which the idiom is used) were used concurrently. The findings point that mental imaging technique has positive effect on learning and recalling of the idiomatic expressions as it provides simultaneous verbal information with mental image which creates a supplementary pathway for recollecting the verbal information. In contrast, the results indicate no effect of preferred cognitive style on idiom learning and recalling among intervention groups.

show abstract

“…Very few studies have been carried out to compare the impact of etymological notes and pictorial support on the retention of idioms (Szczepaniak & Lew, 2011;Vasiljevic, 2015). Furthermore, research findings from already limited number of studies are contradictory and inconclusive on this issue.…”

Section: Introductionmentioning

confidence: 99%

Learning English Idioms through Reading in an LMS: Etymological Notes versus Pictorial Support

Bakla¹,

Çekiç²,

Demiröz³

2016

EEF DERGI

View full text Add to dashboard Cite

ÖzetBu çalışma tanım + etimolojik açıklamalara karşın tanım + görsel desteğin İngilizcede deyim öğrenimine etkisini karşılaştırmayı amaçlamaktadır. Anadili Türkçe olan 121 İngiliz dili öğrencisi iki farklı çevrimiçi derse kaydedilmiştir. Uygulama öncesi verilen sözcük bilgisi ölçeği, her iki gruptaki öğrencilerin deyimlerin neredeyse tamamını bilmediğini ortaya çıkarmıştır. Her iki gruptaki öğrenciler 18 deyim içeren 17 parça okumuşlardır. Birinci deney grubunda katılımcılara köprülenmiş açıklama şeklinde deyimin tanımıyla birlikte etimolojik bilgi verilirken, ikinci deney grubunda köprülenmiş açıklama şeklinde verilen tanıma ek olarak deyimle ilgili görseller metin üzerinde verilmiştir. Son-test puanlarının Mann Whitney U testi ile karşılaştırılması sonucunda gruplar arasında anlamlı bir fark olmadığı görülmüştür, (U= 1786.000, p = .819). 446revealing that the idioms were unfamiliar to the learners. Participants in both groups read 17 passages with definitions as hyperlink annotations for 18 idioms in a scorm package built via an authoring tool. In addition to the definitions of idioms in both groups, the visuals were given above the text in the first experimental group, while the etymological notes were provided as hyperlink annotation in the second. A comparison of the groups' post-test scores using Mann Whitney U test indicated that there was no statistically significant difference between the groups' median scores, (U= 1786.000, p = .819).

show abstract

The Role of Imagery in Dictionaries of Idioms

Cited by 41 publications

References 41 publications

Image, image, quelle motivation renfermes-tu ? Iconicité et apprentissage cognitif des expressions idiomatiques en FLE

Image, image, quelle motivation renfermes-tu ? Iconicité et apprentissage cognitif des expressions idiomatiques en FLE

The Effect of Mental Imaging Technique on Idiom Comprehension in EFL Learners

Learning English Idioms through Reading in an LMS: Etymological Notes versus Pictorial Support

Contact Info

Product

Resources

About