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dc.contributorNavarro Ferrando, Ignasi
dc.contributorUniversitat Jaume I. Departament d'Estudis Anglesos
dc.contributor.authorFernández Moreno, María del Carmen
dc.date.accessioned2015-11-05T12:45:02Z
dc.date.available2015-11-05T12:45:02Z
dc.date.issued2015-07-21
dc.identifier.urihttp://hdl.handle.net/10234/138696
dc.descriptionTreball Final del Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs acadèmic 2014-2015ca_CA
dc.description.abstractIdiomatic expressions seem to be one of the most complex aspects of language since they do not mean what the words that form the expression literally state. It is precisely by virtue of this characteristic that idioms present considerable problems for foreign language learners. These problems, however, become exacerbate with the fact that traditional methodologies are based on rote learning and memorisation, which have been proved to be ineffective. Nonetheless, since idioms are one of the most frequently used types of figurative language and therefore, its identification and production is essential for a full mastery of the language, an adequate methodology for teaching idioms is needed. In the present study, a methodology has been designed based on the assumption that comparing the literal and figurative meanings of idiomatic expressions would help learners to understand and retain the idioms. This assumption, together with the idea that illustrations have been proved to be an aid for language teaching and learning, have been combined in order to elaborate the methodology exposed in this study. For this purpose, the Conceptual Integration Network of Blending Theory is used as a template. The purpose of this paper is to present a methodology that helps students to better understand and retain idioms. In order to achieve this purpose, the methodology is carried out in two different groups of Spanish learners of English as a foreign language (EFL). The results suggest that the present methodology is effective but it needs further improvement. The main implication of this study is that Blending Theory has not been used in previous research in order to develop a methodology for teaching idioms. This study may shed some light over pedagogical methodologies and material designs.ca_CA
dc.format.extent69 p.ca_CA
dc.format.mimetypeapplication/pdfca_CA
dc.language.isoengca_CA
dc.publisherUniversitat Jaume Ica_CA
dc.subjectMàster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomesca_CA
dc.subjectMáster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomasca_CA
dc.subjectMaster's Degree in Secondary Education, Vocational Training and Language Teachingca_CA
dc.titleBlending theory applied: designing a methodology for teaching idioms. A pilot studyca_CA
dc.typeinfo:eu-repo/semantics/masterThesisca_CA
dc.educationLevelEstudios de Postgradoca_CA
dc.rights.accessRightsinfo:eu-repo/semantics/restrictedAccessca_CA


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