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Blending theory applied: designing a methodology for teaching idioms. A pilot study
dc.contributor | Navarro Ferrando, Ignasi | |
dc.contributor | Universitat Jaume I. Departament d'Estudis Anglesos | |
dc.contributor.author | Fernández Moreno, María del Carmen | |
dc.date.accessioned | 2015-11-05T12:45:02Z | |
dc.date.available | 2015-11-05T12:45:02Z | |
dc.date.issued | 2015-07-21 | |
dc.identifier.uri | http://hdl.handle.net/10234/138696 | |
dc.description | Treball Final del Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs acadèmic 2014-2015 | ca_CA |
dc.description.abstract | Idiomatic 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.extent | 69 p. | ca_CA |
dc.format.mimetype | application/pdf | ca_CA |
dc.language.iso | eng | ca_CA |
dc.publisher | Universitat Jaume I | ca_CA |
dc.rights.uri | http://rightsstatements.org/vocab/CNE/1.0/ | * |
dc.subject | Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | ca_CA |
dc.subject | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | ca_CA |
dc.subject | Master's Degree in Secondary Education, Vocational Training and Language Teaching | ca_CA |
dc.title | Blending theory applied: designing a methodology for teaching idioms. A pilot study | ca_CA |
dc.type | info:eu-repo/semantics/masterThesis | ca_CA |
dc.educationLevel | Estudios de Postgrado | ca_CA |
dc.rights.accessRights | info:eu-repo/semantics/restrictedAccess | ca_CA |
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TFM: Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes [1230]
SAP118, SAP119, SAP128, SAP129, SAP138, SAP139, SAP218, SAP219, SAP228,SAP229, SAP238, SAP239, SAP319, SAP419, SAP429, SAP509, SAP909, SAP709, SAP809