Abstract Summary
This presentation describes a study comparing L1 and advanced L2 speakers’ production and perceptions of idiomatic language. Findings indicate the L2 speakers struggled to produce idiomatic language but that both groups believed its acquisition should be a focus of L2 education. Implications for research and pedagogy are critically discussed.
Abstract :
For English learners (ELs), learning idioms such as hitting the nail on the head is akin to killing two birds with one stone in that they are a means to improving linguistic and cultural competence. Add to that knowledge harvested from studying binomials (black and white), trinomials (hook, line, and sinker), similes (sly as a fox), proverbs (barking dogs seldom bite), and metaphors (All the world’s a stage), to name but a few, and the list of idiomatic/figurative knowledge will still be far from complete. Yet developing fluency with these natural features of language has long been recognized as the hallmark of advanced linguicultural proficiency in the target language. To this end, while multiple studies have explored ELs’ abilities to process and comprehend idiomatic/figurative language, few studies to date have explored ELs’ proficiency of idiomatic competence—the ability to produce them naturally in either personal or professional discourse. To empower the production of idiomatic/figurative language among native speakers and ELs, the presenters report the results and implications of a mixed-methods study focusing on developing idiomatic and figurative knowledge at the doctoral level. The performance of seven native and 16 non-native speakers was measured across nine production tasks. Semi-structured interviews and pre- and post-study surveys were conducted to capture their beliefs, perceptions, and predispositions regarding idiomatic/figurative language in general and idiomatics language-related pedagogy in particular. Results indicate that, compared to native speakers, non-native speakers face distinct challenges in producing idiomatic/figurative expressions in English regardless of their linguicultural background. Indeed, even doctoral students with many years of experience studying English still struggle to produce idiomatic and/or figurative expressions both accurately and appropriately. The implications for future language education across courses and curricula are highlighted and participants discuss viable alternatives to fostering authentic idiomatic competence development.
