| dc.description.abstract | For intermediate and advanced learners of English as a second
language (ESL), language improvement lies mainly in the expansion of
vocabulary (Alexander, 1984). The command of idioms/idiomatic
expressions is an important part of this vocabulary expansion. Hammerly
(1982) notes that ESL learners can never become real communicators if
they do not understand the colloquial and Idiomatic speech of native
speakers. Television programs, such as soap operas and situation
comedies are rich in this aspect of the language (Lafford, 1987). These
programs present the language in simulated "real life" situations, and this
cannot be achieved with conventional textbooks (Els, Bongaerts, Extra,
Os & Dieten, 1986).
This study explored the potential of television programs in
promoting awareness and acquisition of idioms/idiomatic expressions
with intermediate ESL learners. The theoretical framework was based on
Krashen's (1985; 1987) second language acquisition theory, and
focused particularly on two critical hypotheses: the input and affective
hypotheses. Krashen (1985, 1987) contends that second language
acquisition is achieved through receiving ample and comprehensible
input in an anxiety-free environment, rather than conscious learning of
the grammar and practicing of the structures. Apart from Krashen's
hypotheses, the study was also based on the theory that activities which
involve real communication promote language acquisition (Lafford, 1987;
Rosenbaum, 1971; Tompkins & Hoskisson, 1991; Long & Porter, 1985;
Irujo, 1986; & Berwald, 1985).
The participants in this study acquired idioms/idiomatic
expressions through exposure to television programs and engagement
in activities that were intended to increase their awareness of and
familiarity with idioms/idiomatic expressions.
The research design was qualitative. The methods included a
pretest and posttest to assess comprehension of the stories and of
idioms/idiomatic expressions, participant observation, ongoing interviews
and document analysis of the participants' journals. The participants
were five Chinese students attending postsecondary institutions in
Thunder Bay, who volunteered to attend a six-week course designed by
the researcher who acted as instructor and participant observer. | |
