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ERIC Number: ED355826
Record Type: RIE
Publication Date: 1993-Mar-18
Pages: 53
Abstractor: N/A
Teaching Idioms in the Second Language Classroom: A Case Study for College-Level German.
Mola, Andrea J.
Some of the teaching practices of 10 foreign language teachers in the Washington, D.C. metropolitan area are reviewed in this study of second language (L2) instruction. Focus is on how idioms are taught in university German foreign language courses, which textbooks and reference materials available in the German and English fields highlight idioms, and whether the teachers are using or adapting these textbooks or creating materials with which to teach idioms. Based on the lack of systematic approach to teaching idioms to German students in the area, and on the dearth of idioms treated in the current first and second-year language textbooks, it may be concluded that either idioms are not important at all or that teachers introduce idioms to the student. More research is needed to assess the best method to use when teaching idioms in the L2 classroom. If knowing idioms and using them appropriately are part of communicative competence, then L2 teachers must introduce them more regularly and systemically to their students. Teacher interview questions are appended. Contains 26 references. (LB)
Publication Type: Reports - Research; Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Master's Research Paper, Georgetown University.