An Explorative Study of Idiom Teaching for Pre-Service Teachers of English

Autor/in	Tran, Huong Quynh
Titel	An Explorative Study of Idiom Teaching for Pre-Service Teachers of English
Quelle	In: English Language Teaching, 5 (2012) 12, S.76-86 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Figurative Language; Teaching Methods; Foreign Countries; Higher Education; Preservice Teachers; Interviews; Questionnaires; Reflection; Teacher Attitudes; Student Attitudes; Learning Activities; Language Processing; Comprehension; Writing Instruction; College Students; College Faculty; Language Teachers; Teacher Education; Context Effect; Role; Mixed Methods Research; Case Studies; Vietnam + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Fragebogen; Lehrerverhalten; Schülerverhalten; Lernaktivität; Sprachverarbeitung; Verstehen; Verständnis; Schreibunterricht; Collegestudent; Fakultät; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Rollen; Case study; Fallstudie; Case Study
Abstract	This study investigated the situation of teaching and learning idioms at a university level in Vietnam, a foreign language context. It also examined the evaluation of the idiom teaching process in three language classes over a 15-week period for pre-service teachers of English. The data were collected though questionnaires, in-depth interviews and email guided reflective writing. The analysis revealed that teachers and students at the university achieved moderate effectiveness in idiom learning. Both teachers and students believed that students are motivated, felt relaxed and confident and actively participated in idioms learning activities in this foreign language context. The findings also revealed that students demonstrated the process in idiom comprehension as well as in idiom production though the evidences in the comprehension of idiomatic phrases are more evitable. The results indicated significant effects of the context in idiom learning when idioms were creatively used in integrated skill tasks. The findings also implied that idiom learning should receive more attention in EFL learning context. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01