- Path:
-
Bridging the Gap: Using Embodiment and CMT Strategies to Improve Idiom Understanding Among Moroccan EFL Students
Files
Periodical
- Title:
- Yearbook of phraseology
- Publication:
-
Berlin New York, NY: de Gruyter Mouton
- Note:
- Gesehen am 25.01.12
- Ersch. jährl.
- Scope:
- Online-Ressource
- ISSN:
- 1868-6338
- ZDB-ID:
-
2592846-6
- VÖBB-Katalog:
- 15261612
- Keywords:
- Zeitschrift
- Classification:
- Allgemeines. Nachschlagewerke. Informationsmittel
- Copyright:
- Rights reserved
- Accessibility:
- Eingeschränkter Zugang mit Nutzungsbeschränkungen
- Title:
- Yearbook of phraseology
- Publication:
-
Berlin New York, NY: de Gruyter Mouton
- Note:
- Gesehen am 25.01.12
- Ersch. jährl.
- Scope:
- Online-Ressource
- ISSN:
- 1868-6338
- ZDB-ID:
-
2592846-6
- VÖBB-Katalog:
- 15261612
- Keywords:
- Zeitschrift
- Classification:
- Allgemeines. Nachschlagewerke. Informationsmittel
- Copyright:
- Rights reserved
- Accessibility:
- Eingeschränkter Zugang mit Nutzungsbeschränkungen
Article
- Title:
- Bridging the Gap: Using Embodiment and CMT Strategies to Improve Idiom Understanding Among Moroccan EFL Students
- Publication:
-
Berlin New York, NY: de Gruyter Mouton, 2025
- Language:
- English
- Information:
- Abstract: Idioms represent a significant challenge for English as a Foreign Language (EFL) learners, including Moroccan high school students. This study explores the effectiveness of an action research intervention aimed at enhancing idiom comprehension through the application of embodiment and Conceptual Metaphor Theory (CMT) strategies. In this regard, a group of high school students (n=216) participated in targeted training designed to facilitate their understanding of idiomatic expressions. The results indicate a marked improvement in students’ ability to comprehend idioms post-intervention. The data reveal that, across all idioms, 55.97% of responses were accurate interpretations, 36.17% were erroneous interpretations, and 6.71% were responses of “I don’t know”. This indicates that, on average, individuals correctly interpreted the idioms more frequently than they misinterpreted them, with a relatively small percentage expressing uncertainty. These findings underscore the importance of integrating embodiment and conceptual strategies in EFL pedagogy, highlighting their role in enriching the conceptual frameworks of learners, even in the context of a foreign language. This study contributes to the current body or research on effective teaching methods to help EFL students acquire figurative language skills. It also highlights the applications of the CMT and embodiment paradigms.
- Scope:
- Online-Ressource
- Note:
- Open Access
- Archivierung/Langzeitarchivierung gewährleistet
- Keywords:
- Idioms ; EFL ; CMT ; embodiment
- Classification:
- Allgemeines. Nachschlagewerke. Informationsmittel
- Sprache
- Copyright:
- Rights reserved
- Accessibility:
- Free Access
- Title:
- Bridging the Gap: Using Embodiment and CMT Strategies to Improve Idiom Understanding Among Moroccan EFL Students
- Publication:
-
Berlin New York, NY: de Gruyter Mouton, 2025
- Language:
- English
- Information:
- Abstract: Idioms represent a significant challenge for English as a Foreign Language (EFL) learners, including Moroccan high school students. This study explores the effectiveness of an action research intervention aimed at enhancing idiom comprehension through the application of embodiment and Conceptual Metaphor Theory (CMT) strategies. In this regard, a group of high school students (n=216) participated in targeted training designed to facilitate their understanding of idiomatic expressions. The results indicate a marked improvement in students’ ability to comprehend idioms post-intervention. The data reveal that, across all idioms, 55.97% of responses were accurate interpretations, 36.17% were erroneous interpretations, and 6.71% were responses of “I don’t know”. This indicates that, on average, individuals correctly interpreted the idioms more frequently than they misinterpreted them, with a relatively small percentage expressing uncertainty. These findings underscore the importance of integrating embodiment and conceptual strategies in EFL pedagogy, highlighting their role in enriching the conceptual frameworks of learners, even in the context of a foreign language. This study contributes to the current body or research on effective teaching methods to help EFL students acquire figurative language skills. It also highlights the applications of the CMT and embodiment paradigms.
- Scope:
- Online-Ressource
- Note:
- Open Access
- Archivierung/Langzeitarchivierung gewährleistet
- Keywords:
- Idioms ; EFL ; CMT ; embodiment
- Classification:
- Allgemeines. Nachschlagewerke. Informationsmittel
- Sprache
- Copyright:
- Rights reserved
- Accessibility:
- Free Access
