The role of semantic transparency and metaphorical elaboration through pictures for learning idioms in a second language
Idioms, as multi-word units that contain literal and figurative meanings, are inherently complex and thus unsurprisingly difficult to acquire for second language learners. Though experimental studies on idioms have been carried out with pedagogically minded foci, none have examined the differential effects picture type has on correct interpretation of meaning or meaning recall. Because idioms have both literal and figurative senses, they can be pictorially expressed via either or both of their dual meanings. However, no one has yet tested whether figurative elements in pictures will aid or confuse second language learners when presented alongside idioms. Thus, the primary aim of this thesis is to experimentally test how different kinds of pictures affect the way in which second language learners interpret and recall the figurative meaning of metaphorical idioms. Furthermore, the role of semantic transparency and how it impacts the effectiveness of the picture type is examined. The overarching finding suggests that metaphorically imbued pictures overall facilitate the learning of idioms. However, highly contextualized pictures have the potential to mislead learners in specific and often unpredictable ways.
Ramonda, Kris
NC Drawing Design Illustration ; P Philology. Linguistics ; PE English
The role of semantic transparency and metaphorical elaboration through pictures for learning idioms in a second language. Idioms, as multi-word units that contain literal and figurative meanings, are inherently complex and thus unsurprisingly difficult to acquire for second language learners. Though experimental studies on idioms have been carried out with pedagogically minded foci, none have examined the differential effects picture type has on correct interpretation of meaning or meaning recall. Because idioms have both literal and figurative senses, they can be pictorially expressed via either or both of their dual meanings. However, no one has yet tested whether figurative elements in pictures will aid or confuse second language learners when presented alongside idioms. Thus, the primary aim of this thesis is to experimentally test how different kinds of pictures affect the way in which second language learners interpret and recall the figurative meaning of metaphorical idioms. Furthermore, the role of semantic transparency and how it impacts the effectiveness of the picture type is examined. The overarching finding suggests that metaphorically imbued pictures overall facilitate the learning of idioms. However, highly contextualized pictures have the potential to mislead learners in specific and often unpredictable ways.
role semantic transparency metaphorical elaboration picture learn idiom second_language idioms multi_word unit contain literal figurative_meaning inherently complex thus difficult acquire second_language_learner though experimental_study idioms carry mind focus none examine differential effect picture type correct interpretation mean mean recall idiom literal figurative sens express via either dual meaning however yet test_whether figurative element picture aid confuse second_language_learner present alongside idiom thus primary_aim experimentally test different_kind picture affect way second_language_learner interpret recall figurative_meaning metaphorical idiom furthermore role semantic transparency impact effectiveness picture type examine overarch find suggests metaphorically imbue picture overall facilitate learn idiom however highly contextualized picture potential mislead learner specific often unpredictable way