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Download full textGuo, Yi – English Language Teaching, 2019
Learning idioms has always been difficult for L2 learners of English. Drawing on a cognitive linguistic perspective of idiom learning, this paper reports on an empirical study that investigated the effects of incorporating the knowledge of conceptual metaphor and metonymy in L2 classroom instruction of English idioms. The study confirmed the…
Descriptors: Chinese, Figurative Language, English (Second Language), Second Language Learning
Ran, Zhang; Dhamotharan, Mogana – English Language Teaching, 2020
The "College English Teaching Reform Project", issued by the Chinese Ministry of Education aims to strengthen the practical English instruction and improve the English language proficiency of the college students (Ministry of Education, 2007). However, the problem of "naturalness" in handling English by the college students…
Descriptors: Medical Education, Chinese, Native Language, English (Second Language)
Chen, Yi-chen; Lai, Huei-ling – English Language Teaching, 2013
Idioms have long been regarded as problematic for L2 learners due to the arbitrariness of their meanings and forms. Traditional methods of teaching idioms focus on rote learning and memorization. Recent developments in cognitive linguistics research have considered idioms as analyzable expressions which are motivated by conceptual metaphors and…
Descriptors: Teaching Methods, Writing Instruction, English (Second Language), Second Language Learning
