Ideas

Idioms English language learners need to learn idiomatic expressions not only to better understand the culture, but also as a pathway to proficiency (Cakir, 2010, ).

Research on techniques for teaching Idioms: Using conceptual metaphors (Komur, 2009; Boers, ????), etymology (Bagheri, 2010; ), etc..... to find a better way for students to learn rather than rote memorization.

when we speak we choose, apparently simultaneously, more than one word at a time, that is, we speak in chunks rather than in words, and resort to stretches of language with a single meaning...Idioms are just one out of the several multi-word units (Sinclair, 1996)

Idiomatic meanings make up a very large part of everyday English, be it formal or informal in register. This suggests the need for EFL--and to a certain extent also for ESL--learners to master at least a core assortment of idioms in order to understand the language they are exposed to, and to use it conveniently and successfully...necessity to sound natural, to use language in a colorful way, and to understand more of what one reads or hears (Leaney, 2005)

idioms, and proverbs can provide a snapshot of other cultures that allows for a more thorough understanding of both language and culture......expressing simply and concretely (Mac Dougall, 2004)

Pictures/Imagery?

Szczepaniak & Lew, 2011: According to the levels of processing theory (Craik and Lockhart 1972) and the dual coding theory (Paivio 1986), memory performance is a function of the depth of processing, and visual and verbal information are processed and stored along different channels. Accordingly, extensive processing of the information stimulating mental imagerymayenhancethedepthofprocessingand,additionally,encouragethe processing of verbal information through the non-verbal code. Storing information via both memory channels: verbal and non-verbal should have a favourable effect upon the comprehension and retention of words.

the more senses one employs in the learning process the greater are the possibilities of retention of information (Mac Dougall, 2004)

Using Pictures/Images to facilitate learning of idioms

From: Boers et al. 2009: dual coding theory (e.g. Paivio, 1986). According to the latter, the association of verbal information with a mental image is advantageous because it creates an additional pathway for recollecting the verbal information. Informing learners about the probable origin of an idiom (e.g. that Putting out feelers can be traced back to the scene of a snail probing about with the thin sense organs on its head) is likely to call up in the learners’ minds a mental picture of a concrete scene.

From: Dastjerdi & A'lipour, 2010-- if material developers drew the learners’ attention to the target language forms through highlighting, underlining and italicizing. This way, they would provide the grounds for implicit instruction to come about. Including tips on the etymology of the idiomatic expressions in question and a having a sufficient number of exercises involving the constituent parts of the idioms in question, on the other hand, could also dramatically strengthen the acquisition of this most ubiquitous component of language.

The teacher would also do well to make sure that the learners know the literal meaning of these idioms.

Szczepaniak & Lew, 2011: Our findings point to a facilitative role of pictorial illustrations on short- and long-term retention of both form and meaning of idioms. In contrast, etymological notes do not have any positive effect.

"Students Talking: Using Pictures in the Language Classroom" by Andy Curtis and Kathleen M. Bailey Ten Reasons for Using Pictures in Language Lessons
 * 1) Pictures provide something to talk about. They can take the focus off the language learner during oral practice and turn it to the picture.
 * 2) Pictures can introduce and illustrate topics of interest that are not dealt with in the textbook, as well as topics beyond the teacher’s own expertise.
 * 3) Pictures provide visual support for learning as they may activate or access mental pictures that can help the second language learner remember a particular structure or vocabulary item.
 * 4) Pictures are more convenient than some realia to bring into the classroom (e.g. pictures of animals, burning buildings, outdoor activities, etc.)
 * 5) Pictures are an inexpensive, simple way to add color and interest to discussions and writing exercises.
 * 6) Pictures can be used in many ways by different teachers for various lessons. They are not tied to any particular teaching method, class size, or proficiency level. The same photograph can evoke many different kinds of language use in different contexts.
 * 7) Pictures are convenient. They are easily transportable, lightweight, flat, and they are long-lasting (if properly mounted or laminated)
 * 8) Pictures are very adaptable to the technology of the teaching environment (e.g. they can be scanned in, reworked and projected, or used where even electricity is unavailable)
 * 9) Pictures promote creative and critical thinking (e.g. in describing an everyday object photographed from an unusual angle or clouds which appear to be different things to different people)
 * 10) Pictures are not limited to use with a particular language. Hence a picture file can be valuable departmental resource in a context where several languages are taught.

Internet Picture Resources: [|www.allwall.com] [|www.arttoday.com] [|www.comics.com] [|www.corbis.com] [|www.pictures.fws.gov] [|www.picturesof.net]