This comprehensive, up-to-date, and accessible text on idiom use, learning, and teaching approaches the topic with a balance of sound theory and extensive research in cognitive linguistics, psycholinguistics, corpus linguistics, and sociolinguistics combined with informed teaching practices. Idioms is designed to serve either as a textbook for ESL/applied linguistics teacher education courses or as a reference book. No matter how the book is used, it will equip ESL/applied linguistics students and professionals with a solid understanding of various issues related to idioms and the learning of them.…mehr
This comprehensive, up-to-date, and accessible text on idiom use, learning, and teaching approaches the topic with a balance of sound theory and extensive research in cognitive linguistics, psycholinguistics, corpus linguistics, and sociolinguistics combined with informed teaching practices. Idioms is designed to serve either as a textbook for ESL/applied linguistics teacher education courses or as a reference book. No matter how the book is used, it will equip ESL/applied linguistics students and professionals with a solid understanding of various issues related to idioms and the learning of them.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
@contents: Selected Contents: Table of Contents Preface Part I: Idiom Description: Definition and Use: Chapter 1. . . Idiom Definition and Classification Introduction Defining idioms: Diverse views A perspective from language learners Classification of idioms Phrasal verbs: A unique group of idioms Summary Chapter 2. . . Idiom Use: Function, Variation, Frequency, Register Introduction The idiom principle Function Variation Register Culture and idiom use Summary Part II: Idiom Comprehension Chapter 3. . . L1 Idiom Comprehension Introduction Five major processing models The disassociation of semantic and syntactic processing The idiom key hypothesis Summary Chapter 4. . . L2 Idiom Comprehension Introduction Major strategies used Unique Processing model Summary Chapter 5. . . Factors that Affect Idiom Comprehension Introduction Factors on the part of idioms and their use Factors on the part of language users Factors affecting L2 idiom comprehension only Summary Part III: Idiom Acquisition and Pedagogy Chapter 6. . . Idiom Acquisition and Its importance in language development Introduction Skills and knowledge needed for idiom acquisition The role of rote learning The effect of different types of idioms and sequence of idiom acquisition The importance of idioms in language development Summary Chapter 7. . . Selection and Organization of Idioms for instruction Introduction Selection criteria and useful selection practices Types of information needed Idiom organization Passive vs. active idioms Summary Chapter 8. . . Idiom Pedagogy: Macro strategies and General approaches Introduction Raising students' sensitivity to and interest in idioms Incorporating idiom teaching into the entire curriculum Advancing a heuristic approach with discovery learning activities and adequate contextual information Promoting "conceptual motivation analysis" and L2 cultural knowledge Employing a variety of activities to deal with different types of idioms and accommodate diverse learners Using direct study as a supplement to contextualized learning Enhancing idiom retention with effective mnemonic strategies Training and boosting learning strategy use Conducting unplanned idiom teaching Overcoming avoidance error and welcoming creative idiom use Pros and cons of proactive vs. retroactive approach Summary Chapter 9. . . Idiom Pedagogy: Micro strategies and Techniques Introduction Noticing and identifying idioms Understanding idioms and developing interpretation strategies Analyzing idioms for connotation, register and other in-depth understanding Retrieving and using idioms for comprehension Retrieving, generating, and using idioms for production Using effective mnemonic techniques for retention Explaining idioms to help students notice and understand them Using idiom dictionaries Summary Chapter 10. . .Error treatment and assessment in idiom instruction Errors and their treatment Assessment Summary
@contents: Selected Contents: Table of Contents Preface Part I: Idiom Description: Definition and Use: Chapter 1. . . Idiom Definition and Classification Introduction Defining idioms: Diverse views A perspective from language learners Classification of idioms Phrasal verbs: A unique group of idioms Summary Chapter 2. . . Idiom Use: Function, Variation, Frequency, Register Introduction The idiom principle Function Variation Register Culture and idiom use Summary Part II: Idiom Comprehension Chapter 3. . . L1 Idiom Comprehension Introduction Five major processing models The disassociation of semantic and syntactic processing The idiom key hypothesis Summary Chapter 4. . . L2 Idiom Comprehension Introduction Major strategies used Unique Processing model Summary Chapter 5. . . Factors that Affect Idiom Comprehension Introduction Factors on the part of idioms and their use Factors on the part of language users Factors affecting L2 idiom comprehension only Summary Part III: Idiom Acquisition and Pedagogy Chapter 6. . . Idiom Acquisition and Its importance in language development Introduction Skills and knowledge needed for idiom acquisition The role of rote learning The effect of different types of idioms and sequence of idiom acquisition The importance of idioms in language development Summary Chapter 7. . . Selection and Organization of Idioms for instruction Introduction Selection criteria and useful selection practices Types of information needed Idiom organization Passive vs. active idioms Summary Chapter 8. . . Idiom Pedagogy: Macro strategies and General approaches Introduction Raising students' sensitivity to and interest in idioms Incorporating idiom teaching into the entire curriculum Advancing a heuristic approach with discovery learning activities and adequate contextual information Promoting "conceptual motivation analysis" and L2 cultural knowledge Employing a variety of activities to deal with different types of idioms and accommodate diverse learners Using direct study as a supplement to contextualized learning Enhancing idiom retention with effective mnemonic strategies Training and boosting learning strategy use Conducting unplanned idiom teaching Overcoming avoidance error and welcoming creative idiom use Pros and cons of proactive vs. retroactive approach Summary Chapter 9. . . Idiom Pedagogy: Micro strategies and Techniques Introduction Noticing and identifying idioms Understanding idioms and developing interpretation strategies Analyzing idioms for connotation, register and other in-depth understanding Retrieving and using idioms for comprehension Retrieving, generating, and using idioms for production Using effective mnemonic techniques for retention Explaining idioms to help students notice and understand them Using idiom dictionaries Summary Chapter 10. . .Error treatment and assessment in idiom instruction Errors and their treatment Assessment Summary
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