Break a Leg: An Investigation of L2 Idiom Comprehension of L1 Arabic Speakers
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Previous research into the area of idioms in SLA has focused on the learner’s ability to comprehend idioms in the L2 without delving deeper into the processes by which they decode idioms. Therefore, this study is designed to investigate Arabic learners of L2 English for their comprehension of idioms, with a focus on the strategies they implement to decode idioms. Ten learners of English, five intermediate and five advanced, were recruited and asked to define ten transparent and ten opaque idioms. Results indicated that they all understood transparent idioms better than opaque idioms. Features of each idiom that made the participants’ comprehension challenging are identified and discussed. Also, it was found that advanced and intermediate learners used different cognitive and metacognitive learning strategies (Oxford and Burry-Stock 1995). In particular, advanced learners often used compensation strategies which, with the help of instructors, can be brought to the attention of intermediate learners as well in order to achieve a more effective ability to decode language in the L2. Also, there was an L1 effect as shown in their use of similar descriptive language when attempting to define an idiom they were unfamiliar with. Based on the findings of the study, it is suggested that teachers showcase particular compensation strategies that are suited to the level of their students and the type of idioms to teach.
Abstract
Previous research into the area of idioms in SLA has focused on the learner’s ability to comprehend idioms in the L2 without delving deeper into the processes by which they decode idioms. Therefore, this study is designed to investigate Arabic learners of L2 English for their comprehension of idioms, with a focus on the strategies they implement to decode idioms. Ten learners of English, five intermediate and five advanced, were recruited and asked to define ten transparent and ten opaque idioms. Results indicated that they all understood transparent idioms better than opaque idioms. Features of each idiom that made the participants’ comprehension challenging are identified and discussed. Also, it was found that advanced and intermediate learners used different cognitive and metacognitive learning strategies (Oxford and Burry-Stock 1995). In particular, advanced learners often used compensation strategies which, with the help of instructors, can be brought to the attention of intermediate learners as well in order to achieve a more effective ability to decode language in the L2. Also, there was an L1 effect as shown in their use of similar descriptive language when attempting to define an idiom they were unfamiliar with. Based on the findings of the study, it is suggested that teachers showcase particular compensation strategies that are suited to the level of their students and the type of idioms to teach.
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