What Makes Learning Idioms Challenging for Korean L2 Learners? Idiom Types, Factors, and Pedagogical Implications
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This study identified the most challenging types of idioms for Korean L2 learners in their self-study and investigated the linguistic and psychological factors affecting learning the idioms. The findings from 84 college students’ idiom production using a t-test suggests that decomposable idioms with L1 equivalents were the most difficult to learn. In idiom production, which is different from idiom comprehension since the overall meaning of the idiom has already been provided for learning, the learners did not need to decompose the idiom for comprehension. In the absence of instruction promoting semantic analysis of idioms, Korean L2 learners used rote-memorization skills for learning, and in the absence of L1-promoting instruction the L1’s effect was not evident. Different findings from previous research suggest that different test methods and learners’ orientation of learning may yield different test results. In addition, findings from Pearson correlation suggest a negative relationship with the length of idioms and positive relations with learners’ preference. As a result, not only linguistic properties of idioms but also the learners’ psychological variables may affect their idiom learning.
Abstract
This study identified the most challenging types of idioms for Korean L2 learners in their self-study and investigated the linguistic and psychological factors affecting learning the idioms. The findings from 84 college students’ idiom production using a t-test suggests that decomposable idioms with L1 equivalents were the most difficult to learn. In idiom production, which is different from idiom comprehension since the overall meaning of the idiom has already been provided for learning, the learners did not need to decompose the idiom for comprehension. In the absence of instruction promoting semantic analysis of idioms, Korean L2 learners used rote-memorization skills for learning, and in the absence of L1-promoting instruction the L1’s effect was not evident. Different findings from previous research suggest that different test methods and learners’ orientation of learning may yield different test results. In addition, findings from Pearson correlation suggest a negative relationship with the length of idioms and positive relations with learners’ preference. As a result, not only linguistic properties of idioms but also the learners’ psychological variables may affect their idiom learning.
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