Finding more effective ways of teaching second language idioms has been a longstanding concern of many teaching practitioners and researchers. This study was an endeavor to explore the effects of three linguistic mnemonic devices (etymological elaboration, keyword method, and translation) on EFL learners‟ recognition and recall of English idioms. To achieve the purpose of the study, ninety male and female EFL learners at intermediate level of language proficiency who were preparing themselves for IELTS were selected. They were in three groups of thirty members each. Each group was randomly assigned to one of the treatment conditions and was taught idioms using one of the above-mentioned linguistic mnemonic devices. The one-way ANOVA procedure was used to analyze the data. The results showed statistically significant differences between these techniques, with the etymological elaboration method being the most effective of all, on both recognition and recall of idioms. The findings of the study can have implications for textbook designers, curriculum developers, teachers, and learners.
کلید واژگان :Etymological Elaboration, Idiom Recall, Idiom Recognition, Keyword Method, Linguistic Mnemonics, Translation
ارزش ریالی : 350000 ریال
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