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master's thesis
Strategies for teaching idioms in EFL
Zagreb: University of Zagreb, Faculty of Teacher Education, 2022. urn:nbn:hr:147:849787
Batinić, Eni
University of Zagreb
Faculty of Teacher Education

Institutional repository: University of Zagreb Faculty of Teacher Education

Cite this document

Batinić, E. (2022). Strategies for teaching idioms in EFL (Master's thesis). Zagreb: University of Zagreb, Faculty of Teacher Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:147:849787

Batinić, Eni. "Strategies for teaching idioms in EFL." Master's thesis, University of Zagreb, Faculty of Teacher Education, 2022. https://urn.nsk.hr/urn:nbn:hr:147:849787

Batinić, Eni. "Strategies for teaching idioms in EFL." Master's thesis, University of Zagreb, Faculty of Teacher Education, 2022. https://urn.nsk.hr/urn:nbn:hr:147:849787

Batinić, E. (2022). 'Strategies for teaching idioms in EFL', Master's thesis, University of Zagreb, Faculty of Teacher Education, accessed 10 October 2024, https://urn.nsk.hr/urn:nbn:hr:147:849787

Batinić E. Strategies for teaching idioms in EFL [Master's thesis]. Zagreb: University of Zagreb, Faculty of Teacher Education; 2022 [cited 2024 October 10] Available at: https://urn.nsk.hr/urn:nbn:hr:147:849787

E. Batinić, "Strategies for teaching idioms in EFL", Master's thesis, University of Zagreb, Faculty of Teacher Education, Zagreb, 2022. Available at: https://urn.nsk.hr/urn:nbn:hr:147:849787

Metadata
TitleStrategies for teaching idioms in EFL
AuthorEni Batinić
MentorJelena Parizoska (mentor)
MentorSilvija Hanžić Deda (sumentor)
Committee memberLovorka Zergollern-Miletić (predsjednik povjerenstva)
Committee memberSilvija Hanžić Deda (član povjerenstva)
Committee memberJelena Parizoska (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Teacher Education
Zagreb
Defense date and country2022-07-04, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Interdisciplinary Humanistic Studies
Abstract
This thesis deals with strategies used for teaching figurative expressions in English as a Foreign Language (EFL). The aim is to show how figurative expressions are taught using the cognitive linguistic approach and how implementing different strategies can facilitate understanding and remembering idioms. A lesson plan containing various strategies that can be used to teach idioms to young EFL learners is presented. All the activities include idioms connected to happiness and sadness which serve as illustrative examples. Learners are taught using different strategies and techniques so that they can better understand idioms and their meanings. Since idioms are considered to be difficult for young learners to comprehend, they are not taught in lower primary classes. The absence of figurative language in the EFL classroom does not enable learners to think figuratively even though they can do so from a very young age. Teaching figurative expressions in the EFL classroom using the cognitive linguistic approach has a positive impact on different skills that learners obtain while learning a foreign language. The role of the teacher is important in the selection of idioms. Idioms can be understood more easily if they are grouped by meaning or conceptual metaphors. By using different strategies the teacher helps learners understand idioms more easily and remember them. The lesson plan presented in this thesis can be used to incorporate figurative language in the EFL classroom.
Abstract (croatian)
Ovaj diplomski rad bavi se strategijama poučavanja figurativnih izraza u nastavi engleskog kao stranog jezika. Cilj je pokazati kako se figurativni izrazi poučavaju s gledišta kognitivne lingvistike i kako primjena različitih strategija može pomoći razumijevanju i pamćenju frazema. Predstavljena je nastavna priprema koji uključuje različite strategije koje se mogu koristiti u nastavi engleskog kao stranog jezika u nižim razredima osnovne škole. Sve aktivnosti uključuju frazeme povezane sa srećom i tugom koji služe kao ilustrativni primjeri. Učenici se poučavaju korištenjem različitih strategija i tehnika kako bi bolje razumjeli frazeme i njihova značenja. Budući da se smatra da je djeci teško razumjeti frazeme, oni se ne poučavaju u nižim razredima osnovne škole. Nedostatak figurativnog jezika u nastavi engleskog kao stranog jezika onemogućuje učenicima da razmišljaju metaforički iako su sposobni već od najranije dobi. Poučavanje figurativnih izraza u nastavi engleskog kao stranog jezika primjenom kognitivnolingvističkog pristupa ima pozitivan utjecaj na različite vještine koje učenici stječu tijekom učenja stranog jezika. Pri odabiru frazema važna je uloga učitelja. Frazemi će se bolje razumjeti ako se grupiraju prema značenju ili konceptualnim metaforama. Koristeći različite strategije, nastavnik učenicima pomaže da lakše razumiju frazeme koji se poučavaju i upamte ih. Nastavna priprema prikazana u ovom diplomskom radu može se koristiti za uključivanje figurativnog jezika u nastavu engleskog kao stranog jezika.
Keywords
Keywords (croatian)
Languageenglish
URN:NBNurn:nbn:hr:147:849787
Study programmeTitle: Integrated undergraduated university study with english language and german language; specializations in: English language, Deutsche sprache
Course: English language
Study programme type: university
Study level: integrated undergraduate and graduate
Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2022-07-25 09:09:06