Teach English in Xiongzhai Zhen - Zhumadian Shi

Abstract In recent years idiom learning has attracted a greater level of attention in English learning contexts which this interest reflects the necessity of teaching idioms in the methods of learning English, from online learning websites to language course books, as a foreign language (1) and therefore, it is important to be familiar with appropriate teaching methods, choosing proper idioms, and illustrating how to use an idiom in its suitable contexts (2). Whether slang should be educated in a foreign language class has consistently been disputable because it is considered as a lower level of language based on its vulgarity in an academic atmosphere. However, there are some different instructors who believe that slang is a fundamental part of daily language which has penetrated even into broadcasting media. Hence, slang should be included into foreign language classes and this is the best way to empower youthful students to believe in themselves and also cooperate with native speakers (3). Introduction An idiom is a group of words with a unique meaning that is not quite the same as usual meaning of each separate word. For instance, ‘under the weather’ is an idiom meaning ‘ill’ which can not be recognised through the analysis of every individual word’s meaning (4). The meaning of idioms is practically difficult to comprehend except if the students utilise their own cultural knowledge or have heard them previously. The significance of idioms is defined for example, instead of saying that someone has died, stopped breathing, we can use the expression ‘’kick the bucket’’ (5). Idioms can include imagery, spice and sense of humour to language (6). Slang is frequently expressed as informal language that is related to certain groups of individuals by which people express their personality. The main thing about slang is that the students require to know how and when to apply it. It is just through slang that you share emotional and social behaviours. Some slang terms created by web clients over the years like: ASAP — “as soon as possible” BBL — “be back later” BBS — “be back soon” FAQ — “Frequently Asked Question” (3, 4). Discussion Since idiomatic expressions appear in everyday situations through magazines, newspapers and media (movies, radio, and television), consequently it is important, or perhaps even absolutely necessary, for language learners to understand idioms in order to be fluent in the target language (7). Additionally, it seems idioms are difficult to learn and comprehend so the complexity of this area within language learning is another reason why teachers need to explain and teach idioms to students (8). How to teach idioms: Three major components that have to be taken into consideration when teaching idioms effectively include: Definition: A useful tool to find out where the idiomatic expression has its origin, providing the learners with a context and concept by comparing the literal and actual meaning. Another idea is to create lists that classify idioms involving colours, animals etc. Usage: The students ought to be given as many chances as possible to use the idioms in class. This can be possible by using both oral and written activities for instance “rewriting sentences containing an appropriate idiom”. Application: Idioms comprehension activities in class must be accompanied by opportunities to apply this new knowledge of idiomatic expression outside the school. This might be done by making lists of idioms understood on the radio, TV or in books (8). How to teach slang: Slang might be taught to students via: a. Song Lyrics: The teachers blank out the different words in a song lyrics and give the students a gap-fill exercise with a list of omitted words. The students need to fill the lyrics by using the appropriate words while they are listening to the song. b. Movies: One of the most significant advantages of recordings and movies is that the students do not just observe the language, also additionally hear it. It is beneficial to give the learners the meaning of slang expressions in advance, talk about them in class, comparing their typical counterparts, and eventually try to comprehend the regular speech of characters while watching the film. c. Role Plays: There are three definite advantages: a) they are entertaining and inspiring, b) the tentative students allow themselves to express their attitudes and behaviour, and c) they use a broad range of language compare with certain more task-centred exercises (9). Conclusion In general, it is possibly beneficial to use a combination of practices to teach students because not all learners have the same nature. Books, group work, performances, pictures, music and sounds can all be applied in order to produce a variety of tasks and activities for different students. There are also many new methods of integrating idioms in students’ daily lives by presenting them various idiom games and apps that need to be downloaded to their smartphones. Since the teaching of slang is not so popular, it is the obligation of the language teacher to set up his own instructing materials. For this object, song lyrics, movies, and role plays are very helpful. Considering many students recognise learning slang as an entertaining activity, it is an efficient approach to get the classroom enthusiastic to learn English. References 1. Celce-Murcia, M. (2008). Rethinking the role of communicative competence in language teaching. In E. Alcón Soler & P. Safont Jordà (Eds.), Intercultural language use and language learning (pp. 41-57). Dordrecht, The Netherlands: Springer. 2. Tran, H. Q. (2012). An explorative study of idiom teaching for pre-service teachers of English. English Language Teaching, 5(12), 76-86. 3. Thorne, Tony. (2010). Dictionary of Contemporary Slang. London: A & C Black Publishers Ltd. 4. Longman Dictionary of Contemporary English (2009). Word defined “idiom” (5th ed.). Pearson Education Limited, p. 870. 5. Glucksberg, S. (2001). Understanding Figurative Language: From Metaphor to Idioms. Oxford: Oxford University Press. 6. Nippold, M. A., & Taylor, C. L. (2002). Judgments of idiom familiarity and transparency: A comparison of children and adolescents. Journal of Speech, Language, and Hearing Research, 45, pp. 384 – 391. 7. Lundblom E. G., E & Woods, J., J. (2012). Working in the Classroom: Improving Idiom Comprehension Through Classwide Peer Tutoring, Communication Disorders Quarterly 2012, 33, pp. 202 – 219. 8. D’Angelo Bromley, K. (1984). Teaching Idioms. The Reading Teacher, 38 (3), pp. 272 – 276. 9. Harmer, J. (2001). The Practice of English Language Teaching. Harlow: Longman.