{"product_id":"idioms-9780805863451","title":"Idioms","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis comprehensive, up-to-date, and accessible text on idiom use, learning, and teaching approaches the topic with a balance of sound theory and extensive research in cognitive linguistics, psycholinguistics, corpus linguistics, and sociolinguistics combined with informed teaching practices. \u003cem\u003eIdioms\u003c\/em\u003e is organized into three parts:\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePart I includes discussion of idiom definition, classification, usage patterns, and functions. \u003c\/li\u003e\n\u003cli\u003ePart II investigates the process involved in the comprehension of idioms and the factors that influence individuals' understanding and use of idioms in both L1 and L2. \u003c\/li\u003e\n\u003cli\u003ePart III explores idiom acquisition and the teaching and learning of idioms, focusing especially on the strategies and techniques used to help students learn idioms. \u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eTo assist the reader in grasping the key issues, study questions are provided at the end of each chapter. The text also includes a glossary of special terms and an annotate\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"Overall, the book is an excellent reference for pre- and in-service language teachers, as well as those interested in the basics of idioms and language teaching. The accessible language, the quick summary and discussion questions that follow each chapter, the glossary, and the annotated list of selective idiom references make this book especially attractive for graduate courses in applied linguistics and related fields.\"--\u003cstrong\u003eTeachers College Record \u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\"The book draws on a lot of research, is friendly to the reader, and will be of good value to teachers.\" --\u003cstrong\u003ePaul Nation, Victoria University of Wellington, Australia\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e@contents: Selected Contents:\u003c\/p\u003e\u003cp\u003eTable of Contents\u003c\/p\u003e\u003cp\u003ePreface\u003c\/p\u003e\u003cp\u003ePart I: Idiom Description: Definition and Use: \u003c\/p\u003e\u003cp\u003eChapter 1. . . Idiom Definition and Classification \u003c\/p\u003e\u003cp\u003eIntroduction \u003c\/p\u003e\u003cp\u003eDefining idioms: Diverse views\u003c\/p\u003e\u003cp\u003eA perspective from language learners \u003c\/p\u003e\u003cp\u003eClassification of idioms\u003c\/p\u003e\u003cp\u003ePhrasal verbs: A unique group of idioms\u003c\/p\u003e\u003cp\u003eSummary \u003c\/p\u003e\u003cp\u003eChapter 2. . . Idiom Use: Function, Variation, Frequency, Register \u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eThe idiom principle \u003c\/p\u003e\u003cp\u003eFunction \u003c\/p\u003e\u003cp\u003eVariation\u003c\/p\u003e\u003cp\u003eRegister \u003c\/p\u003e\u003cp\u003eCulture and idiom use\u003c\/p\u003e\u003cp\u003eSummary \u003c\/p\u003e\u003cp\u003ePart II: Idiom Comprehension\u003c\/p\u003e\u003cp\u003eChapter 3. . . L1 Idiom Comprehension \u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eFive major processing models\u003c\/p\u003e\u003cp\u003eThe disassociation of semantic and syntactic processing\u003c\/p\u003e\u003cp\u003eThe idiom key hypothesis\u003c\/p\u003e\u003cp\u003eSummary \u003c\/p\u003e\u003cp\u003eChapter 4. . . L2 Idiom Comprehension\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eMajor strategies used\u003c\/p\u003e\u003cp\u003eUnique Processing model\u003c\/p\u003e\u003cp\u003eSummary\u003c\/p\u003e\u003cp\u003eChapter 5. . . Factors that Affect Idiom Comprehension\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eFactors on the part of idioms and their use\u003c\/p\u003e\u003cp\u003eFactors on the part of language users\u003c\/p\u003e\u003cp\u003eFactors affecting L2 idiom comprehension only \u003c\/p\u003e\u003cp\u003eSummary \u003c\/p\u003e\u003cp\u003ePart III: Idiom Acquisition and Pedagogy\u003c\/p\u003e\u003cp\u003eChapter 6. . . Idiom Acquisition and Its importance in language development \u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eSkills and knowledge needed for idiom acquisition\u003c\/p\u003e\u003cp\u003eThe role of rote learning\u003c\/p\u003e\u003cp\u003eThe effect of different types of idioms and sequence of idiom acquisition\u003c\/p\u003e\u003cp\u003eThe importance of idioms in language development\u003c\/p\u003e\u003cp\u003eSummary\u003c\/p\u003e\u003cp\u003eChapter 7. . . Selection and Organization of Idioms for instruction\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eSelection criteria and useful selection practices\u003c\/p\u003e\u003cp\u003eTypes of information needed\u003c\/p\u003e\u003cp\u003eIdiom organization\u003c\/p\u003e\u003cp\u003ePassive vs. active idioms\u003c\/p\u003e\u003cp\u003eSummary \u003c\/p\u003e\u003cp\u003eChapter 8. . . Idiom Pedagogy: Macro strategies and General approaches\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eRaising students’ sensitivity to and interest in idioms\u003c\/p\u003e\u003cp\u003eIncorporating idiom teaching into the entire curriculum\u003c\/p\u003e\u003cp\u003eAdvancing a heuristic approach with discovery learning activities and\u003c\/p\u003e\u003cp\u003eadequate contextual information \u003c\/p\u003e\u003cp\u003ePromoting \"conceptual motivation analysis\" and L2 cultural knowledge\u003c\/p\u003e\u003cp\u003eEmploying a variety of activities to deal with different types of idioms and\u003c\/p\u003e\u003cp\u003eaccommodate diverse learners\u003c\/p\u003e\u003cp\u003eUsing direct study as a supplement to contextualized learning \u003c\/p\u003e\u003cp\u003eEnhancing idiom retention with effective mnemonic strategies\u003c\/p\u003e\u003cp\u003eTraining and boosting learning strategy use\u003c\/p\u003e\u003cp\u003eConducting unplanned idiom teaching \u003c\/p\u003e\u003cp\u003eOvercoming avoidance error and welcoming creative idiom use\u003c\/p\u003e\u003cp\u003ePros and cons of proactive vs. retroactive approach\u003c\/p\u003e\u003cp\u003eSummary\u003c\/p\u003e\u003cp\u003eChapter 9. . . Idiom Pedagogy: Micro strategies and Techniques\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eNoticing and identifying idioms\u003c\/p\u003e\u003cp\u003eUnderstanding idioms and developing interpretation strategies\u003c\/p\u003e\u003cp\u003eAnalyzing idioms for connotation, register and other in-depth understanding\u003c\/p\u003e\u003cp\u003eRetrieving and using idioms for comprehension\u003c\/p\u003e\u003cp\u003eRetrieving, generating, and using idioms for production\u003c\/p\u003e\u003cp\u003eUsing effective mnemonic techniques for retention \u003c\/p\u003e\u003cp\u003eExplaining idioms to help students notice and understand them\u003c\/p\u003e\u003cp\u003eUsing idiom dictionaries\u003c\/p\u003e\u003cp\u003eSummary \u003c\/p\u003e\u003cp\u003eChapter 10. . .Error treatment and assessment in idiom instruction\u003c\/p\u003e\u003cp\u003eErrors and their treatment\u003c\/p\u003e\u003cp\u003eAssessment \u003c\/p\u003e\u003cp\u003eSummary\u003c\/p\u003e","brand":"Taylor \u0026 Francis Inc","offers":[{"title":"Default Title","offer_id":49405653188951,"sku":"9780805863451","price":150.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780805863451.jpg?v=1730493146","url":"https:\/\/bookcurl.com\/products\/idioms-9780805863451","provider":"Book Curl","version":"1.0","type":"link"}