پایان نامه رشته زبان انگلیسی: On Etymological Elaboration and its Potential Effect on the Iranian EFL Learner’s Knowledge of Opaque Idioms

Research question ……………………………………………………………… 8
Research hypotheses ………………………………………………………………8
Definition of the key words……………………………………………………… 8

Chapter Two

2.0Introduction……………………………………………………………………… 11

2.1 Brief review of idiom structure and definition……………………………………13

2.2.1 Structure of Idioms……………………………………………………………….13

2.2.2 Definition of idioms …………………………………………………………….16

2.3 Employed strategies in idioms learning………………………………………….18

2.3.1 Communicative Skills: Teach English Idioms with Dialogue Writing and………19

Role-Play

2.3.2 Applying English Idioms through Dialogue Writing and Role-play in a……….19 Particular context

2.4 figurative and literal meaning of idiom………………………………….…….23

2.4.1 Idioms and Metaphors………………………………………………….…….24

2.4.2 Idioms and Clichés……………………………………………….…..….…. 24

2.4.3 Idioms and Proverbs…………………………………….………….….……25

2.4.4 Idioms and Fixed Expressions………………………..…………….………26

2.5 Transparent and Opaque idioms…………….……..………….……………….26

2.6 The study of idiomaticity in a glance…….……….……….………………….30

2.7 Problems in Teaching L2 Idioms….……………….………….………………31

2.8 Strategies Employed in L2 Idiom Processing………….…….…………………32

2.9 The Role of Vocabulary and Culture in Understanding Idioms………………..33

2.10 The Role of Context in Idiom Comprehension…………………….…………34

2.11 Idiomatic Competence…………………………………………………….….37

2.11.1 Measuring Idiomatic Competence…………………………………….……38

2.12 Idiom-Related Research in Language Learning and Use…………………….39

2.13 The Importance of Idioms and the Case for the Lexicon…………………….41

2.14 Idiom Acquisition……………………………………………………………42

2.15 The Dual coding theory………………………………………………………45

Chapter Two

2.0Introduction……………………………………………………………………… 11

2.1 Brief review of idiom structure and definition……………………………………13

2.2.1 Structure of Idioms……………………………………………………………….13

2.2.2 Definition of idioms …………………………………………………………….16

2.3 Employed strategies in idioms learning………………………………………….18

2.3.1 Communicative Skills: Teach English Idioms with Dialogue Writing and………19

Role-Play

2.3.2 Applying English Idioms through Dialogue Writing and Role-play in a……….19 Particular context

2.4 figurative and literal meaning of idiom………………………………….…….23

2.4.1 Idioms and Metaphors………………………………………………….…….24

2.4.2 Idioms and Clichés……………………………………………….…..….…. 24

2.4.3 Idioms and Proverbs…………………………………….………….….……25

2.4.4 Idioms and Fixed Expressions………………………..…………….………26

2.5 Transparent and Opaque idioms…………….……..………….……………….26

2.6 The study of idiomaticity in a glance…….……….……….………………….30

2.7 Problems in Teaching L2 Idioms….……………….………….………………31

2.8 Strategies Employed in L2 Idiom Processing………….…….…………………32

2.9 The Role of Vocabulary and Culture in Understanding Idioms………………..33

2.10 The Role of Context in Idiom Comprehension…………………….…………34

2.11 Idiomatic Competence…………………………………………………….….37

2.11.1 Measuring Idiomatic Competence…………………………………….……38

2.12 Idiom-Related Research in Language Learning and Use…………………….39

2.13 The Importance of Idioms and the Case for the Lexicon…………………….41

2.14 Idiom Acquisition……………………………………………………………42

2.15 The Dual coding theory………………………………………………………45

2.16 Etymological elaboration……………………………………………….…….46

2.16.1 Etymological Elaboration, an Effective Strategy in Teaching Idioms………51

Chapter Three

3.0. Introduction…………………………………………………………………… 56

3.1. Participants………………………………………………………………………56

3.2. Instruments………………………………………………………………………56

3.3. Procedures………………………………………………………………………57

Chapter Four

4.0. Introduction…………………………………………………………………….61

4.1. Descriptive statistics for experimental and control groups’ posttest……………62

4.2. Results of Hypothesis Testing…………………………………………………63

4.3. Summary of the results…………………………………………………………64

Chapter Five

5.0. Introduction………………………………………………………………….66

5.1. Summary of the findings…………………………………………………….66

5.2. Pedagogical implications…………………………………………………… 67

5.3. Limitations and delimitations of the study……………………………………68

5.4. Suggestions for the further research………………………………………….68

5.5. Interview………………………………………………………………………69

Abstract

On Etymological Elaboration and its Potential Effect on the Iranian EFL Learner’s Knowledge of Opaque Idioms.

Idioms are much more than ‘decorative icing’ to the language; they are an integral feature of both written and spoken English. The ability to comprehend and use idiomatic language is one of the distinguishing marks of native-like competence. In this research study, the target population of this study were 60 female EFL students at intermediate level of proficiency. All of the participants were native speakers of Persian studying at the Iran Language Institute of Rasht; Iran. After calculating OPT results and validating the idioms test through pilot study, the participants were divided into two groups to receive different treatments: Control Group:received no Etymological knowledge, but they received treatment through a conventional method, (definition of the opaque idioms with examples).Experimental Group:received instruction