The Role of Idiomatics in L2 Acquisition: Insights from Arabic-Speaking Doctoral Students
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| I publikationen: | Iranian Journal of Language Teaching Research vol. 13, no. 2 (2025), p. 45 |
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| Övriga upphov: | , |
| Utgiven: |
Urmia University Press
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| Ämnen: | |
| Länkar: | Citation/Abstract Full text outside of ProQuest |
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| 022 | |a 2322-1291 | ||
| 035 | |a 3247452115 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a EJ1479175 | ||
| 100 | 1 | |a Liontas, John I | |
| 245 | 1 | |a The Role of Idiomatics in L2 Acquisition: Insights from Arabic-Speaking Doctoral Students | |
| 260 | |b Urmia University Press |c 2025 | ||
| 513 | |a Report Article | ||
| 520 | 3 | |a While extensive research examines second/foreign language (L2) learners' proficiency in processing or producing idiomatic-figurative language (idiomatics), fewer studies have investigated L2 educators' perspectives on idiomatics and teaching methods. This descriptive qualitative case study explored the beliefs and experiences of four native Arabic-speaking doctoral students enrolled in a Second Language Acquisition and Technology in Education program regarding idiomatics and related instructional approaches. Data were gathered through semi-structured interviews and analyzed using a three-phased thematic approach to identify discrete themes and subthemes. The findings indicate participants' strong appreciation for instruction in idiomatics, emphasizing its perceived importance within language acquisition. They also shared instructional strategies to enhance learners' idiomatic competence. The study suggests that greater emphasis on idiomatics in L2 education could enhance communicative competence and recommends incorporating contextualized, authentic, and multimodal approaches alongside opportunities for natural communication. These insights contribute to a growing body of research advocating for idiomatic competence as a critical, yet often underrepresented, dimension of communicative language teaching. They also highlight the need for language teacher education programs to address this area more explicitly. | |
| 653 | |a Figurative Language | ||
| 653 | |a Arabic | ||
| 653 | |a Doctoral Students | ||
| 653 | |a Second Language Learning | ||
| 653 | |a Second Language Instruction | ||
| 653 | |a Language Proficiency | ||
| 653 | |a Language Processing | ||
| 653 | |a Teacher Attitudes | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Educational Technology | ||
| 653 | |a Student Attitudes | ||
| 653 | |a Native Language | ||
| 653 | |a Communicative Competence (Languages) | ||
| 653 | |a Teacher Education Programs | ||
| 653 | |a Multimedia Instruction | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Doctoral Programs | ||
| 700 | 1 | |a Mannion, Patrick | |
| 700 | 1 | |a Karagoz, Inanc | |
| 773 | 0 | |t Iranian Journal of Language Teaching Research |g vol. 13, no. 2 (2025), p. 45 | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3247452115/abstract/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1479175 |