Summary

Proposal Summary (150 words): (Don't we get 200 words??) According to the syllabus, we get 150. ?? ---OK, nope the website says 200. [sorry] Unless there is something you want to add, though, I suggest we just leave it for now, which will give us room for anything Dr. Z thinks we need to add/change (like if we need the refs, etc).

English language learners need to learn idiomatic expressions not only to better understand the culture, but also as a pathway to proficiency (Boers, Demecheleer & Eyckmans, 2004; Cakir, 2010). However, it is widely known that teaching and learning figurative expressions are quite difficult because their meanings are not literal (Liu, 2003; Dastjerdi & A'lipour, 2010). In recent years, research has focused on analyzing techniques to find a better way for students to learn idioms rather than rote memorization, such as using conceptual metaphors (Komur, 2009; Boers, ????), etymology (Bagheri, 2010; ), etc..... This paper looks at using graphic images to enhance the understanding and learning of idiomatic expressions in adult English learners through printed pictures found on the internet, a free application for the iPad/iPhone, and drawings by the teacher (white board). 133 wds

I wrote up my own summary before I saw yours. So, here is what I came up with and then maybe we can find a way to work the two together??

// In both formal and informal native English, idioms are used freely and frequently. Unfortunately, by definition, the words that make up an idiom do not always lead one to understand their meaning. To the native speaker, these groups of words have a simple and concrete message that will make little sense to the untrained English language learner. Therefore, they are extremely important to learn, understand, and use on the path toward language acquisition. //

// So, how do you teach an English learner the appropriate meaning and usage of these vague phrases? Well, it has been proven that for any subject, the more senses a learner employs, the easier the information is to retain and recall. Therefore, this poster intends to present the technique of teaching and learning idioms through pictures. By explaining the words within the idiom and where the idea comes from, it becomes a valuable and functional part of the language instead of a random string of words with an ambiguous definition. //

(The middle is a little shaky...I am still working on it.)

Here is my attempt to combine them:

In English, idioms are used freely and frequently. However, it is widely known that the multi-word units that make up idioms are difficult to teach and learn because their meanings are not literal. It is highly important that L2 learners acquire, understand, and use idiomatic expressions as a pathway to proficiency. In recent years, research has focused on analyzing techniques to facilitate this path instead of students relying on rote memorization. It has been shown that for any subject, the more senses a learner employs, the easier the information is to retain and recall. This poster intends to present the technique of teaching and learning idioms through pictures. By ensuring the students' familiarity with the words used in the idiom, teaching the students the literal meaning, and providing a graphic image to associate with the idiom, our goal is to enhance the learning process of idioms for adult ESL students. (150)

A little bit of tweaking, more needed:

In English, idioms are used freely and frequently. However, it is widely known that the multi-word units that make up idioms are difficult to teach and learn because their meanings are not literal. It is highly important that L2 learners acquire, understand, and use idiomatic expressions as a pathway to proficiency. Only recently has research focused on analyzing techniques, such as mnemonic devices, to facilitate the teaching and learning of idioms instead of just relying on rote memorization. It has been shown that for any subject, the more senses a learner employs, the easier the information is to retain and recall. This poster presents a three-part technique to teach idioms, specifically by first ensuring the students are familiar with the words used in the idiom, second, by teaching the students the literal meaning of the idiom, and third, by providing one of more graphic images to associate with each idiom. Thereby, our goal in using this technique is to enhance the process of learning idioms for adult ESL students. (169)

Next attempt:

In English, idioms are used freely and frequently. Therefore, it is highly important that L2 learners acquire, understand, and use idiomatic expressions as a pathway to proficiency. However, it is widely known that the multi-word units that make up idioms are difficult to teach and learn because their meanings are not literal. Only recently has research focused on analyzing techniques, such as mnemonic devices, to facilitate the teaching and learning of idioms instead of relying on rote memorization.According to Paivio (1986), by associating mental images with verbal input, learners create an additional pathway to that information, making it easier to recall. This poster presents a three-part technique, using this idea, to teach idioms. The first part involves ensuring the students are familiar with the words used in the idiom, second, teaching the students the literal meaning of the idiom and third, providing one of more graphic images to associate with each idiom. Thereby, our goal in using this technique is to enhance the process of learning idioms for adult ESL students. (172)