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Idiom Comprehension: Two Approaches

100%
Szmyd P.
Anglica. An International Journal of English Studies
|
2012
|
issue 21/2
65-78
EN
Basing on the two most influential theories in the literature on idiom comprehension (Glucksberg 2001; Vega Moreno 2003, 2004, 2005) as well as on the account of familiar metaphor comprehension (Wilson – Carston 2006), the present author proposes an account of comprehension of familiar idioms as metaphorical expressions. Unfamiliar metaphors are comprehended on-line in a relevance-guided comprehension procedure which involves adjustment of concepts encoded in idiom constituents. When the metaphorical denotation of the idiom is memorised, the well-known idiomatic string is comprehended just as familiar metaphors in the sense of Wilson – Carston (2006), i.e. in the process of disambiguation of two encoded senses.
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Quantitative and qualitative aspects of L1 (Swedish) and L2 (English) idiom perception

75%
Karlsson M.
Studies in Second Language Learning and Teaching
|
2013
|
vol. 3
|
issue 2
293-319
EN
In the present investigation, 15 first term university students were faced with 80 context-based idioms in English (L2) and Swedish (L1) respectively, 30 of which were in the source domain of animals, commonly used in both languages, and asked to explain their meaning. The idioms were of varying frequency and transparency. Three main research questions were thus addressed:1. How well do students master idioms in their L2 as compared to their L1?2. How do (a) degrees of transparency, (b) idiom frequency and (c) the choice of source domain affect students’ L1 and L2 comprehension?3. To what extent is context used when interpreting L1 and L2 idioms?Results show that while the frequency of an idiom does not appear to play a part in whether it is comprehended or not in either language, the degree of transparency is of great importance in students’ L2. Also, students make extensive use of context in their L2.
3
Publication available in full text mode
Content available

Quantitative and qualitative aspects of L1 (Swedish) and L2 (English) idiom comprehension

75%
Karlsson M.
Studies in Second Language Learning and Teaching
|
2013
|
vol. 3
|
issue 2
293-319
EN
In the present investigation, 15 first term university students were faced with 80 context-based idioms in English (L2) and Swedish (L1) respectively, 30 of which were in the source domain of animals, commonly used in both languages, and asked to explain their meaning. The idioms were of varying frequency and transparency. Three main research questions were thus addressed:1. How well do students master idioms in their L2 as compared to their L1?2. How do (a) degrees of transparency, (b) idiom frequency and (c) the choice of source domain affect students’ L1 and L2 comprehension?3. To what extent is context used when interpreting L1 and L2 idioms?Results show that while the frequency of an idiom does not appear to play a part in whether it is comprehended or not in either language, the degree of transparency is of great importance in students’ L2. Also, students make extensive use of context in their L2.
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