linguistic mnemonics affecting learning l2 idioms

Linguistic Mnemonics affecting Learning L2 Idioms

Maryam Ahmadi,

Ph.D. Candidate in English Language Teaching, Department of English Language, Faculty of Literature and Humanities, Imam Khomeini International University,

Qazvin, Iran Email: [email protected]

Abbas Ali Zarei (Corresponding Author), Associate Professor in English Language Teaching, Department of English Language,

Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran

Email: [email protected]

Rajab Esfandiari, Assistant Professor English Language Teaching, Department of English Language,

Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran

Email: [email protected]

Abstract

Finding more effective ways of teaching second language idioms has been a long- standing concern of many teaching practitioners and researchers. This study was an endeavor to explore the effects of three linguistic mnemonic devices (etymological elaboration, keyword method, and translation) on EFL learners recognition and recall of English idioms. To achieve the purpose of the study, ninety male and female EFL learners at intermediate level of language proficiency who were preparing themselves for IELTS were selected. They were in three groups of thirty members each. Each group was randomly assigned to one of the treatment conditions and was taught idioms using one of the above-mentioned linguistic mnemonic devices. The one-way ANOVA procedure was used to analyze the data. The results showed statistically significant differences between these techniques, with the etymological elaboration method being the most effective of all, on both recognition and recall of idioms. The findings of the study can have implications for textbook designers, curriculum developers, teachers, and learners.

Keywords: Etymological Elaboration, Idiom Recall, Idiom Recognition, Keyword Method, Linguistic Mnemonics, Translation

ARTICLE INFO Research Article Received: Sunday, September 13, 2020 Accepted: Monday, December 7, 2020 Published: Thursday, January 14, 2021 Available Online: Thursday, January , 202 DOI: 10.22049/jalda.2020.26956.1212 Online ISSN: 2383-2460; Print ISSN:2383-591x

The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 8, Issue 2, Summer and Autumn, 2020, pp. 219-239

Introduction

A growing area of research has been conducted in the field of lexis (Cheng &Matthews, 2018; the underlying factors of literacy (Pulido & Hambrick, 2008). This knowledge has afacilitative role in fluent realreception (Ellis, SimpsonproductionFurthermore,learners highly-proficient language learners can reap the benefits of having comprehensiveknowledge of lexis and phraseological units (Durrant & Schmitt; 2009; Granger &Bestgen,

Nevertheless,words.

(Cooper,Idioms contextsidioms stemsdeciphered2015 Liontas,

idioms todeliberateobliviousand usually

memorizationconsideredEyckmans, & Stengers, in cognitiveunpredictableCognitive linguists have suggested more methodological strategies for acquiringidioms (Boers,that mosttheir compositional2015). It is here that mnemonic devices avail themselves as a way of establishingthose links.

How different mnemonic devices facilitate L2 idioms learning is of paramounttheoretical and practical importance. Nevertheless, there seems to be a dearth ofempirical research comparing the effects of various linguistic mnemonic devices(etymologendeavor to

Introduction

A growing area of research has been conducted in the field of lexis (Cheng &Matthews, 2018; Schmitt, Jiang, & Grabe, 2011). Lexis is acknowledged aas one ofthe underlying factors of literacy (Pulido & Hambrick, 2008). This knowledge has afacilitative role in fluent realreception (Ellis, Simpsonproduction (Boers, Furthermore, insufficiency

performance (Stengers, Boers, Housen, & Eyckmansproficient language learners can reap the benefits of having comprehensive

knowledge of lexis and phraseological units (Durrant & Schmitt; 2009; Granger &Bestgen, 2014).

Nevertheless, therewords. Larger items

(Cooper, 1999; Erman learning is deemed

contexts (Conklin & stems from the

deciphered from the preciseLiontas, 2017).

defies its compositionalto language fluency

deliberate explicit instructionoblivious of the idiomatic

usually fall back on

memorization - withoutconsidered as the mainEyckmans, & Stengers,

cognitive linguisticsunpredictable to be Cognitive linguists have suggested more methodological strategies for acquiring

(Boers, Demecheleer,most idioms are motivated.compositional and

2015). It is here that mnemonic devices avail themselves as a way of establishinglinks.

How different mnemonic devices facilitate L2 idioms learning is of paramounttheoretical and practical importance. Nevertheless, there seems to be a dearth ofempirical research comparing the effects of various linguistic mnemonic devices(etymology, keyword method, and translation) on idioms learning. This study was anendeavor to partially bridge this

On the Effects

A growing area of research has been conducted in the field of lexis (Cheng &Schmitt, Jiang, & Grabe, 2011). Lexis is acknowledged aas one of

the underlying factors of literacy (Pulido & Hambrick, 2008). This knowledge has afacilitative role in fluent real-time language use (Wray, 2002), both in terms ofreception (Ellis, Simpson-Vlach, & Maynard, 2008; Matthews & Cheng, 2015) and

Eyckmans, insufficiency of this

performance (Stengers, Boers, Housen, & Eyckmansproficient language learners can reap the benefits of having comprehensive

knowledge of lexis and phraseological units (Durrant & Schmitt; 2009; Granger &

there is more toitems like collocations

Erman & Warren, deemed to be Schmitt, 2008;

the fact that theirprecise translation

2017). For instance,compositional

fluency is incontrovertible.instruction in language

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without associationsmain pathway

Eyckmans, & Stengers, Chen & Lai 2013; Vasiljevic, 2015). However, studieslinguistics have indicated

learnt entirelyCognitive linguists have suggested more methodological strategies for acquiring

Demecheleer, & Eyckmans,motivated. Hence,

and figurative meanings2015). It is here that mnemonic devices avail themselves as a way of establishing

How different mnemonic devices facilitate L2 idioms learning is of paramounttheoretical and practical importance. Nevertheless, there seems to be a dearth ofempirical research comparing the effects of various linguistic mnemonic devices

y, keyword method, and translation) on idioms learning. This study was anbridge this gap;

Effects of Linguistic,

220


the underlying factors of literacy (Pulido & Hambrick, 2008). This knowledge has atime language use (Wray, 2002), both in terms of

Vlach, & Maynard, 2008; Matthews & Cheng, 2015) and Kappel, Stengers,

this knowledge performance (Stengers, Boers, Housen, & Eyckmans

proficient language learners can reap the benefits of having comprehensiveknowledge of lexis and phraseological units (Durrant & Schmitt; 2009; Granger &

to lexical competencecollocations and

2000; Read, one of the most

2008; Hinkel, 2017).their metaphorical

translation of their instance, the figurative

interpretation.incontrovertible. Therefore,

language learningidiomatic expressions language when

associations between pathway to mastering

Chen & Lai 2013; Vasiljevic, 2015). However, studiesindicated that the

entirely by way ofCognitive linguists have suggested more methodological strategies for acquiring

Eyckmans, 2004).Hence, by noticing

meanings can become2015). It is here that mnemonic devices avail themselves as a way of establishing


y, keyword method, and translation) on idioms learning. This study was angap; it addressed

Verbal, and Visual



Vlach, & Maynard, 2008; Matthews & Cheng, 2015) andStengers, &

may have a performance (Stengers, Boers, Housen, & Eyckmans


competence than the idioms are included 2000; Richards

most challenging2017). The uncompromising

metaphorical interpretation constituents (Cacciari

figurative meaning of interpretation. Nevertheless,

Therefore, idiomslearning (Moreno, 2011).

expressions (Martinezwhen dealing with

forms and mastering idiomatic

Chen & Lai 2013; Vasiljevic, 2015). However, studiesthe idioms meaningof rote-learning

Cognitive linguists have suggested more methodological strategies for acquiring2004). Szczepaniak

noticing some discerniblebecome conceivable

2015). It is here that mnemonic devices avail themselves as a way of establishing


y, keyword method, and translation) on idioms learning. This study was anaddressed these questions:

Mnemonics on Idioms



Vlach, & Maynard, 2008; Matthews & Cheng, 2015) and Demecheleer,

detrimental performance (Stengers, Boers, Housen, & Eyckmans, 2011). To sum up,


the knowledgeincluded in the

Richards & Schmidt,challenging issues in ESL/EFL

uncompromising interpretation cannot be

(Cacciari & Corradini,of

Nevertheless, the contributionidioms deserve attention

2011). Learners(Martinez & Murphy,

with idioms.

meanings - idiomatic expressions

Chen & Lai 2013; Vasiljevic, 2015). However, studiesmeaning is not

learning (Kövecses,Cognitive linguists have suggested more methodological strategies for acquiring

Szczepaniak and Lew (2011)discernible links, connectingconceivable (Boers



y, keyword method, and translation) on idioms learning. This study was anthese questions:

Idioms Learning

A growing area of research has been conducted in the field of lexis (Cheng & Schmitt, Jiang, & Grabe, 2011). Lexis is acknowledged aas one of

the underlying factors of literacy (Pulido & Hambrick, 2008). This knowledge has a time language use (Wray, 2002), both in terms of

Vlach, & Maynard, 2008; Matthews & Cheng, 2015) and Demecheleer, 2006).

effect on , 2011). To sum up,

proficient language learners can reap the benefits of having comprehensive knowledge of lexis and phraseological units (Durrant & Schmitt; 2009; Granger &

knowledge of single language

Schmidt, 2010). ESL/EFL nature of be readily Corradini,

contribution of

attention and Learners are often

Murphy, 2011),

- has been

expressions (Boers, Chen & Lai 2013; Vasiljevic, 2015). However, studies

not totally (Kövecses, 2010).

Cognitive linguists have suggested more methodological strategies for acquiring (2011) assert

connecting & Webb,


How different mnemonic devices facilitate L2 idioms learning is of paramount theoretical and practical importance. Nevertheless, there seems to be a dearth of empirical research comparing the effects of various linguistic mnemonic devices

y, keyword method, and translation) on idioms learning. This study was an

The Journaland Advances,

1. keyword

2. Whichkeyword

Literature

Idioms

Formulaicitems encompassing more than one word. Formulaic sequences (FSs) can be broadlydefined as multiAccordingFSs, including

efficient communication, particularly fluent speech (Hsu, 2014; Rafieyan, 2018).Formulaic phrases can also assist realBesides, their pervasiveness has drawn languLindstromberg, & Eyckmans, 2014; Martinez, 2013; Stengers, Deconinck, Boers, &Eyckmans, 2014; Wray, 2012). Idioms have attracted particular attention recently.English isZyzik, 2011).

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Mnemonics

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Journal of Applied LinguisticsAdvances, Volume 8, Issue

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Literature Review

Formulaic sequences areitems encompassing more than one word. Formulaic sequences (FSs) can be broadlydefined as multi-word units that are stored in memory as single units (Wood, 2010).According to Siyanova

including idioms,

efficient communication, particularly fluent speech (Hsu, 2014; Rafieyan, 2018).Formulaic phrases can also assist realBesides, their pervasiveness has drawn languLindstromberg, & Eyckmans, 2014; Martinez, 2013; Stengers, Deconinck, Boers, &Eyckmans, 2014; Wray, 2012). Idioms have attracted particular attention recently.

is replete withZyzik, 2011).

Language learnersmetaphorical meaningdecipherability issues (Martinez & Murphy, 2011), while discernminterpretation facilitates the production of idiomatic expressions. Despite not makingmuch sense, learners have a propensity to rely on literal interpretation by compilingthe meaning of constituting elements, when they come across thesetext (Martinez & Murphy, 2011). To recapitulate, according to Moreno (2011), idiomsplay a key role in verbal communication and because of their importance in effectivecommunication, proper attention should be devoted to them in teachingActually, various attempts have been made by researchers and teaching practitionersin search of more effective methods of learning/teaching idioms. One of the ways tofacilitate L2 idiom learning is the use of memory strategies, traditionallymnemonic devices (Schmitt,

Mnemonics

prehistoric memory goddess (Pillai, 2017). Shapiro and Waters (2005) suggest thatusing mnemonic devices has to do with codifying complex information in a individuals can recall

existing information by deployment of acoustic or pictorial prompts (Kuder,2017). As a result, they can facilitate retrieval (Scruggs, Mastropieri, Berkeley,Marshak, 2010). Mnemonics(Therrien, Taylor, Watt,

Linguistics and Applied Literature:Issue 2, Summer and Autumn,

linguistic techniques

linguistic techniques more effective on EFL

are prevalent initems encompassing more than one word. Formulaic sequences (FSs) can be broadly

word units that are stored in memory as single units (Wood, 2010).Siyanova-idioms, speech formulae,

efficient communication, particularly fluent speech (Hsu, 2014; Rafieyan, 2018).Formulaic phrases can also assist realBesides, their pervasiveness has drawn languLindstromberg, & Eyckmans, 2014; Martinez, 2013; Stengers, Deconinck, Boers, &Eyckmans, 2014; Wray, 2012). Idioms have attracted particular attention recently.

with idioms, and native

learners need to meaning of idioms. Familiarity

decipherability issues (Martinez & Murphy, 2011), while discernminterpretation facilitates the production of idiomatic expressions. Despite not makingmuch sense, learners have a propensity to rely on literal interpretation by compilingthe meaning of constituting elements, when they come across thesetext (Martinez & Murphy, 2011). To recapitulate, according to Moreno (2011), idiomsplay a key role in verbal communication and because of their importance in effectivecommunication, proper attention should be devoted to them in teachingActually, various attempts have been made by researchers and teaching practitionersin search of more effective methods of learning/teaching idioms. One of the ways tofacilitate L2 idiom learning is the use of memory strategies, traditionally

(Schmitt, 2008).

prehistoric memory goddess (Pillai, 2017). Shapiro and Waters (2005) suggest thatusing mnemonic devices has to do with codifying complex information in a

data almost effortlessly.existing information by deployment of acoustic or pictorial prompts (Kuder,

2017). As a result, they can facilitate retrieval (Scruggs, Mastropieri, Berkeley,Mnemonics enhance

Watt, & Kaldenberg,

Literature: DynamicsAutumn, 2020, pp. 219

221

techniques (etymological

techniques (etymologicalmore effective on EFL learners

in written and items encompassing more than one word. Formulaic sequences (FSs) can be broadly

word units that are stored in memory as single units (Wood, 2010).

formulae, collocations,

efficient communication, particularly fluent speech (Hsu, 2014; Rafieyan, 2018).Formulaic phrases can also assist real-time language production (Boers et al., 2006).Besides, their pervasiveness has drawn language learnersLindstromberg, & Eyckmans, 2014; Martinez, 2013; Stengers, Deconinck, Boers, &Eyckmans, 2014; Wray, 2012). Idioms have attracted particular attention recently.

native speakers

gain proficiencyidioms. Familiarity with


2008).

Mnemosyneprehistoric memory goddess (Pillai, 2017). Shapiro and Waters (2005) suggest thatusing mnemonic devices has to do with codifying complex information in a

effortlessly. Mnemonicsexisting information by deployment of acoustic or pictorial prompts (Kuder,

2017). As a result, they can facilitate retrieval (Scruggs, Mastropieri, Berkeley,enhance students learning

Kaldenberg, 2014)

Dynamics 219-239

(etymological elaboration,

(etymological elaboration,learners recall of English idioms?

spoken discourse.items encompassing more than one word. Formulaic sequences (FSs) can be broadly


collocations, multi-word

efficient communication, particularly fluent speech (Hsu, 2014; Rafieyan, 2018).time language production (Boers et al., 2006).

age learners attention to them (Boers,Lindstromberg, & Eyckmans, 2014; Martinez, 2013; Stengers, Deconinck, Boers, &Eyckmans, 2014; Wray, 2012). Idioms have attracted particular attention recently.

speakers use idioms widely

proficiency in bothwith form can


Mnemosyne, a Greek word alluding to theprehistoric memory goddess (Pillai, 2017). Shapiro and Waters (2005) suggest thatusing mnemonic devices has to do with codifying complex information in a

Mnemonics anchorexisting information by deployment of acoustic or pictorial prompts (Kuder,

2017). As a result, they can facilitate retrieval (Scruggs, Mastropieri, Berkeley,learning of new and social studies

elaboration, translation,

elaboration, translation,of English idioms?

discourse. MWEs areitems encompassing more than one word. Formulaic sequences (FSs) can be broadly


word verbs, grammatical

efficient communication, particularly fluent speech (Hsu, 2014; Rafieyan, 2018).time language production (Boers et al., 2006).

attention to them (Boers,Lindstromberg, & Eyckmans, 2014; Martinez, 2013; Stengers, Deconinck, Boers, &Eyckmans, 2014; Wray, 2012). Idioms have attracted particular attention recently.

widely (Brenner,

both linguistic formform can be used to

decipherability issues (Martinez & Murphy, 2011), while discernment of figurativeinterpretation facilitates the production of idiomatic expressions. Despite not makingmuch sense, learners have a propensity to rely on literal interpretation by compilingthe meaning of constituting elements, when they come across these expressions in atext (Martinez & Murphy, 2011). To recapitulate, according to Moreno (2011), idiomsplay a key role in verbal communication and because of their importance in effectivecommunication, proper attention should be devoted to them in teaching syllabuses.Actually, various attempts have been made by researchers and teaching practitionersin search of more effective methods of learning/teaching idioms. One of the ways tofacilitate L2 idiom learning is the use of memory strategies, traditionally known as

, a Greek word alluding to theprehistoric memory goddess (Pillai, 2017). Shapiro and Waters (2005) suggest thatusing mnemonic devices has to do with codifying complex information in a

anchor new informationexisting information by deployment of acoustic or pictorial prompts (Kuder,

2017). As a result, they can facilitate retrieval (Scruggs, Mastropieri, Berkeley,new vocabulary in

studies (Swanson

translation, and the

translation, and the of English idioms?

are lexical items encompassing more than one word. Formulaic sequences (FSs) can be broadly


grammatical

efficient communication, particularly fluent speech (Hsu, 2014; Rafieyan, 2018). time language production (Boers et al., 2006).

attention to them (Boers, Lindstromberg, & Eyckmans, 2014; Martinez, 2013; Stengers, Deconinck, Boers, & Eyckmans, 2014; Wray, 2012). Idioms have attracted particular attention recently.

(Brenner, 2013;

form and to address

ent of figurative interpretation facilitates the production of idiomatic expressions. Despite not making much sense, learners have a propensity to rely on literal interpretation by compiling

expressions in a text (Martinez & Murphy, 2011). To recapitulate, according to Moreno (2011), idioms play a key role in verbal communication and because of their importance in effective

syllabuses. Actually, various attempts have been made by researchers and teaching practitioners in search of more effective methods of learning/teaching idioms. One of the ways to

known as

, a Greek word alluding to the prehistoric memory goddess (Pillai, 2017). Shapiro and Waters (2005) suggest that using mnemonic devices has to do with codifying complex information in a way that

information to existing information by deployment of acoustic or pictorial prompts (Kuder,

2017). As a result, they can facilitate retrieval (Scruggs, Mastropieri, Berkeley, & in science

(Swanson et al.,

2014). Mnemonic devices, such as acrostics and acronyms, can facilitate recall by making new information more meaningful, tangible, and familiar (Bakken& Simpson, 2011). Congos (2011) believes that mnemonics help learners to retrieveand recall more

Scholars have offered different(1999) classifies mnemonics into twostrategies. Thompson (1987) classifies mnemonic devices into five major groups:verbal mnemonics,physical on etymological

Etymology delves into the origins and historical evolution of words. As idioms, etymological association has to do with linking the idiomatic or figurativemeaningEtymological elaboration conjures up a conceptual picture of a palpable scene whichcan be consignedEtymological studies have a long history in the field of learning L2 vocabulary andidioms (Zarei(2001), asimplementation of etymological explanation and its effect on idioms retention andinterpretation.information

Zhang (2012) sought to determine the impact of etymological elaboration onidioms learning in an online learning platform. The results revealed that althoughetymologyon the recollection and retention of idioms. In two other studies, Bagheri and Fazel(2010) andassist learners

However, Zareidirect instructionof them havethat, in comparison in enhancing learnersthat the combination of etymological explanation and pictorial enrichment was moreadvantageous than separate iHaghshenas and Hashemian (2016) reported similar results. Further support for theeffectiveness of etymological elaboration on L2 idioms learning comes from ReisiGahroei and Tabatabaei (2013), Noroozi aand Bahremand

The other linguistic mnemonic device is the keyword method.method (KWM) can boost vocabulary learning (Shapiro & Waters, 2005). Keywordis a native lexical item analogous in appelanguage

2014). Mnemonic devices, such as acrostics and acronyms, can facilitate recall by making new information more meaningful, tangible, and familiar (Bakken& Simpson, 2011). Congos (2011) believes that mnemonics help learners to retrieveand recall more extensive

Scholars have offered different(1999) classifies mnemonics into twostrategies. Thompson (1987) classifies mnemonic devices into five major groups:

mnemonics, spatial responses methods.

on etymological elaboration,

Etymology delves into the origins and historical evolution of words. As idioms, etymological association has to do with linking the idiomatic or figurativemeaning with the compositionalEtymological elaboration conjures up a conceptual picture of a palpable scene which

consigned to memoryEtymological studies have a long history in the field of learning L2 vocabulary and

(Zarei & Rahimi,(2001), as well as Boersimplementation of etymological explanation and its effect on idioms retention andinterpretation. The resultsinformation in learning

Zhang (2012) sought to determine the impact of etymological elaboration onidioms learning in an online learning platform. The results revealed that althoughetymology had a negligible

n the recollection and retention of idioms. In two other studies, Bagheri and Fazeland Baleghizadeh

learners to retain

However, Zarei and Rahimi (2012) concluded that deploying strategies such asinstruction of words

have no differentialthat, in comparison with other techniques, etymological elaboration is more effectivein enhancing learnersthat the combination of etymological explanation and pictorial enrichment was moreadvantageous than separate iHaghshenas and Hashemian (2016) reported similar results. Further support for theeffectiveness of etymological elaboration on L2 idioms learning comes from ReisiGahroei and Tabatabaei (2013), Noroozi aand Bahremand (2016).

The other linguistic mnemonic device is the keyword method.method (KWM) can boost vocabulary learning (Shapiro & Waters, 2005). Keywordis a native lexical item analogous in appelanguage counterpart, and

On the Effects

2014). Mnemonic devices, such as acrostics and acronyms, can facilitate recall by making new information more meaningful, tangible, and familiar (Bakken& Simpson, 2011). Congos (2011) believes that mnemonics help learners to retrieve

extensive pieces of

Scholars have offered different(1999) classifies mnemonics into twostrategies. Thompson (1987) classifies mnemonic devices into five major groups:

spatial mnemonics,methods. From among

elaboration, the keyword method, and

Etymology delves into the origins and historical evolution of words. As idioms, etymological association has to do with linking the idiomatic or figurative

compositionalEtymological elaboration conjures up a conceptual picture of a palpable scene which

memory in coexistenceEtymological studies have a long history in the field of learning L2 vocabulary and

Rahimi, 2012; ZolfagharkhaniBoers et al. (2004)

implementation of etymological explanation and its effect on idioms retention andresults substantiated

learning idioms.

Zhang (2012) sought to determine the impact of etymological elaboration onidioms learning in an online learning platform. The results revealed that although

negligible effect onn the recollection and retention of idioms. In two other studies, Bagheri and Fazel

Baleghizadeh and Mohammadretain and comprehend

and Rahimi (2012) concluded that deploying strategies such aswords and idioms,

differential effect onwith other techniques, etymological elaboration is more effective

in enhancing learners awareness. Besides, Golaghaei and Kakolian (2015) showedthat the combination of etymological explanation and pictorial enrichment was moreadvantageous than separate individual use of pictorial enrichment and etymology.Haghshenas and Hashemian (2016) reported similar results. Further support for theeffectiveness of etymological elaboration on L2 idioms learning comes from ReisiGahroei and Tabatabaei (2013), Noroozi a

(2016).

The other linguistic mnemonic device is the keyword method.method (KWM) can boost vocabulary learning (Shapiro & Waters, 2005). Keywordis a native lexical item analogous in appe

and performs


222


of information.

Scholars have offered different classifications of mnemonic devices. Baddeley(1999) classifies mnemonics into two groups, strategies. Thompson (1987) classifies mnemonic devices into five major groups:

mnemonics, linguisticamong the linguistic

keyword method, and


compositional application Etymological elaboration conjures up a conceptual picture of a palpable scene which

coexistence with Etymological studies have a long history in the field of learning L2 vocabulary and

Zolfagharkhani &(2004) carried

implementation of etymological explanation and its effect on idioms retention andsubstantiated the


on receptive knowledgen the recollection and retention of idioms. In two other studies, Bagheri and Fazel

Mohammad Baghericomprehend the target

and Rahimi (2012) concluded that deploying strategies such asidioms, elaboration

on idioms comprehension.with other techniques, etymological elaboration is more effective

awareness. Besides, Golaghaei and Kakolian (2015) showedthat the combination of etymological explanation and pictorial enrichment was more

ndividual use of pictorial enrichment and etymology.Haghshenas and Hashemian (2016) reported similar results. Further support for theeffectiveness of etymological elaboration on L2 idioms learning comes from ReisiGahroei and Tabatabaei (2013), Noroozi and Salehi (2013), and Razmjoo, Songhori,

The other linguistic mnemonic device is the keyword method.method (KWM) can boost vocabulary learning (Shapiro & Waters, 2005). Keywordis a native lexical item analogous in appearance or sound to the word s foreign

a pivotal role as

Verbal, and Visual


classifications of mnemonic devices. Baddeley namely visual

strategies. Thompson (1987) classifies mnemonic devices into five major groups:linguistic mnemonics,

linguistic mnemonics,keyword method, and translation.


of idioms (BoersEtymological elaboration conjures up a conceptual picture of a palpable scene which

the verbal formEtymological studies have a long history in the field of learning L2 vocabulary and

& Ghorbani Moghadam,carried out a number

implementation of etymological explanation and its effect on idioms retention and prominent


knowledge of idioms,n the recollection and retention of idioms. In two other studies, Bagheri and Fazel

Bagheri (2012) reportedtarget idioms more

and Rahimi (2012) concluded that deploying strategies such aselaboration on words roots,

comprehension. Still,with other techniques, etymological elaboration is more effective

awareness. Besides, Golaghaei and Kakolian (2015) showedthat the combination of etymological explanation and pictorial enrichment was more

ndividual use of pictorial enrichment and etymology.Haghshenas and Hashemian (2016) reported similar results. Further support for theeffectiveness of etymological elaboration on L2 idioms learning comes from Reisi

nd Salehi (2013), and Razmjoo, Songhori,

The other linguistic mnemonic device is the keyword method.method (KWM) can boost vocabulary learning (Shapiro & Waters, 2005). Keyword

arance or sound to the word s foreignas a retrieval cue

Mnemonics on Idioms

2014). Mnemonic devices, such as acrostics and acronyms, can facilitate informationrecall by making new information more meaningful, tangible, and familiar (Bakken& Simpson, 2011). Congos (2011) believes that mnemonics help learners to retrieve

classifications of mnemonic devices. Baddeleyvisual images and

strategies. Thompson (1987) classifies mnemonic devices into five major groups: visual mnemonics,

mnemonics, this stuytranslation.


(Boers et al.,Etymological elaboration conjures up a conceptual picture of a palpable scene which

form (Boers et al.,Etymological studies have a long history in the field of learning L2 vocabulary and

Moghadam, 2011).number of studies

implementation of etymological explanation and its effect on idioms retention and role of etymological


idioms, it was quiten the recollection and retention of idioms. In two other studies, Bagheri and Fazel

reported that etymologymore easily.

and Rahimi (2012) concluded that deploying strategies such asroots, and contextualStill, they acknowledge

with other techniques, etymological elaboration is more effectiveawareness. Besides, Golaghaei and Kakolian (2015) showed

that the combination of etymological explanation and pictorial enrichment was morendividual use of pictorial enrichment and etymology.

Haghshenas and Hashemian (2016) reported similar results. Further support for theeffectiveness of etymological elaboration on L2 idioms learning comes from Reisi


The other linguistic mnemonic device is the keyword method. he keywordmethod (KWM) can boost vocabulary learning (Shapiro & Waters, 2005). Keyword

arance or sound to the word s foreigncue (Van Hell

Idioms Learning

information recall by making new information more meaningful, tangible, and familiar (Bakken & Simpson, 2011). Congos (2011) believes that mnemonics help learners to retrieve

classifications of mnemonic devices. Baddeley images and verbal

strategies. Thompson (1987) classifies mnemonic devices into five major groups: mnemonics, and

stuy focused

Etymology delves into the origins and historical evolution of words. As regards idioms, etymological association has to do with linking the idiomatic or figurative

al., 2004). Etymological elaboration conjures up a conceptual picture of a palpable scene which

al., 2007). Etymological studies have a long history in the field of learning L2 vocabulary and

2011). Boers studies on the

implementation of etymological explanation and its effect on idioms retention and etymological

Zhang (2012) sought to determine the impact of etymological elaboration on idioms learning in an online learning platform. The results revealed that although

quite useful n the recollection and retention of idioms. In two other studies, Bagheri and Fazel

etymology can

and Rahimi (2012) concluded that deploying strategies such as contextual use acknowledge

with other techniques, etymological elaboration is more effective awareness. Besides, Golaghaei and Kakolian (2015) showed

that the combination of etymological explanation and pictorial enrichment was more ndividual use of pictorial enrichment and etymology.

Haghshenas and Hashemian (2016) reported similar results. Further support for the effectiveness of etymological elaboration on L2 idioms learning comes from Reisi


he keyword method (KWM) can boost vocabulary learning (Shapiro & Waters, 2005). Keyword

arance or sound to the word s foreign & Mahn,


223

1997). In this technique, learning lexical items includes two steps. Initially, by virtue of acoustic resemblance, a foreign word is linked to a keyword. In the second stage, a picture, formed in mind, is used to establish a link between the translated form of the foreign lexical item and the keyword (Rodrigues & Sadoski, 2000).

Zarei and Keysan (2016) investigated the effects of a number of strategies on the

knowledge of L2 words. The results showed that the KWM was more beneficial than the other methods on both vocabulary comprehension and production. Zarei and Ramezankhani (2018) compared the impacts of the semantic grouping, storytelling, and the keyword method on learning L2 idioms. They, too, reported that the keyword method was more helpful than the other two techniques in idiom interpretation, retrieval, and production. In case of vocabulary learning, Köksal and Çekiç (2014) employed two types of treatment: a) the combination of the context techniques and rote learning, and b) the combination of the context method and the keyword method. The results indicated that the participants in the groups employing a combination of the context and keyword methods outperformed those of group (a). However, Wei (2015) compared the effect of the word part method and keyword method on the memorization of single words and found that the keyword method had a negligible effect the word part strategy.

The third linguistic mnemonic device is translation. Translation had prominence

in the age of Grammar Translation Method (GTM). With the advent of communicative movement in language teaching, there was a downward trend in its popularity (Marqu s-Aguado & Sol s-Becerra, 2013). Education-wise, translation can be regarded as a useful technique to raise learners awareness of the existence of nuances between L1 and L2. Still, the culture- and language-specific nature of idioms, along with their figurativeness, has made their translation challenging (Nippold, 2006).

Several studies have already shown that translation can have a favorable effect

on vocabulary learning (Pellicer-Sánchez & Schmitt, 2010; Peters & Webb, 2018; Webb & Chang, 2015; Webb, Newton, & Chang, 2013). In addition, several studies have highlighted the importance of L1 knowledge for the processing of figurative expressions in the second language (Carrol, Conklin, & Gyllstad, 2016; Pritchett, Vaid, & Tosun, 2016; Wolter & Gyllstad, 2011, 2013). In a study, Liao (2006) found that students frequently employ translation as a practical course of action to learn English lexical items, idioms, expressions, and grammatical structures. Bagheri and Fazel (2011) explored the strategic role of translation in writing. The findings suggested that Iranian university students considered translation from Persian as a positively effective factor on their writing skill. In the same vein, Karimian and Talebinejad (2013) found that translation made substantial contributions to the students retrieval and memorization of different items in English. Besides, they used translation to evaluate themselves, and interact with other people in English.

Carrol and Conklin (2014) used a decision-making task, based on the dual-rote

framework, in a bilingual environment. They converted a number of Chinese idioms verbatim into English and distorted the ending of these translated phrases. Thus, the prime was comprised of an idiom translated from Chinese, and a target phrase that

On the Effects of Linguistic, Verbal, and Visual Mnemonics on Idioms Learning

224

finished the idiom was displayed to the Chinese-English bilingual participants. The participants responded more speedily to targets finishing the last word of literally converted Chinese idioms than to English idioms and matched controls. Likewise, in comparison with Chinese idioms and corresponding controls, native English speakers answered targets English idioms in completion tasks speedily. Their conclusion was confirmed by bilingual comprehension frameworks suggestive of indiscriminate conceptualizations that link to both languages (Kroll, Van Hell, Tokowicz, & Green, 2010).

In the same vein, Carrol and Conklin (2017) incorporated translated idioms in a

story. The results revealed that Chinese-English bilinguals decipher idiom-final items more swiftly in translated idiomatic expressions than in control conditions. Nonetheless, bilingual students displayed repressive effects for figurative readings of idiomatic expressions in relation to native speakers. This finding indicates that analysis and making sense of a native idiom in a non-native linguistic context can be a challenging issue even for highly sophisticated language learners.

As the above review implies, different aspects of the variables of interest in this

study have already been investigated. However, previous studies have paid attention on isolated aspects of these variables. This means that there is scant research on the effects of different linguistic mnemonic devices on L2 idioms recognition and recall. This study is aimed to fill part of this gap in the literature.

Method

Participants

Ninety Iranian male and female learners studying at an IELTS institute in Tehran took part in this study. They were in three groups of thirty members each. According to their educational profiles at the institute, students were intermediate-level students. To homogenize the students, the Oxford Placement Test was administered at the outset of the study.

Instruments

The OPT was administered at the start of the study to fulfill the requirement of homogeneity of participants. 50 multiple-choice questions were used in this pre-test to evaluate the participants competence in vocabulary and grammar. The students also had to respond to 10 comprehension questions about a reading comprehension. The final part of this test was a writing task to measure the participants written performance. The learners had 75 minutes to answer the questions. The reliability of the test was established to be .81, based on KR-21 formula.

The second pretest (the idioms test) was administered to reduce the effect of the

participants familiarity with the target idioms. The idioms test consisted of 140 items, containing a bold-faced idiom each. The participants were required to write the Persian translation of the idioms. Idioms with which more than 10 percent of the


participantswere given

The teaching materials including 140 idiomatic expressions were selected andtaught tosources including: Dictionary of Idioms and Their Origin Verbs: Intermediate Lessons forMcCarthy,

Two postdevices on the participantsformat wasasked to were required to select the correct reliability of this test was 0.80. Since the items in this test were chosen from theinstructedNevertheless, the

To compare the effects of each subcategory of linguistic mnemonic devices onidioms recall, a 30was a sentence that included a blank to be filled with olike the recognition test, a panel of experts confirmed the content validity of this testprior to its

Procedure

The following

Initially, a sample of 120 Iranian students, preparing for IELTS (Academic andGeneral criterion for their selection, and they were gathered based on convenience The students were at intermediate level of language proficiency. At the outset of thestudy, Oxfordparticipants whose mark fell more than one standard deviation below or above themean weparticipant

After using the idioms preof the selected sessions idioms in accordance with the mnemonic techniques described below. Each sessionlasted between

The first group received instruction through etymological elaboration. In thisgroup, the instructor/researcher wrote the target idioms on the board one by one andasked the


participants were familiargiven 85 minutes

The teaching materials including 140 idiomatic expressions were selected andto the learners after

sources including: The American Heritage Dictionary of Idioms Dictionary of Idioms and Their Origin Verbs: Intermediate (Gairns & Redman, 2011),

for Teaching IdiomaticMcCarthy, 2010), and

Two post-tests were also used. To explore the effects of linguistic mnemonicdevices on the participants

was used. This choose the meaning

were required to select the correct reliability of this test was 0.80. Since the items in this test were chosen from theinstructed idioms, theNevertheless, the test

To compare the effects of each subcategory of linguistic mnemonic devices onidioms recall, a 30-item test in fillwas a sentence that included a blank to be filled with olike the recognition test, a panel of experts confirmed the content validity of this test

its administration,

Procedure

following steps were

Initially, a sample of 120 Iranian students, preparing for IELTS (Academic and Modules), at an

criterion for their selection, and they were gathered based on convenience The students were at intermediate level of language proficiency. At the outset of the

Oxford Placementparticipants whose mark fell more than one standard deviation below or above the

were removed participant attrition, there

After using the idioms preof the selected idioms, the treatments were given. The experiment lasted for eight

(two sessionsidioms in accordance with the mnemonic techniques described below. Each sessionlasted between 50 to 6

The first group received instruction through etymological elaboration. In thisgroup, the instructor/researcher wrote the target idioms on the board one by one and

the students to guess


familiar were removedminutes to complete this

The teaching materials including 140 idiomatic expressions were selected andafter the second

The American Heritage Dictionary of Idioms Dictionary of Idioms and Their Origin

(Gairns & Redman, 2011), Idiomatic

and Red Herrings

tests were also used. To explore the effects of linguistic mnemonicdevices on the participants recognition of idioms, a

This test consistedmeaning of the

were required to select the correct alternative to complete the sentences. The KRreliability of this test was 0.80. Since the items in this test were chosen from the

the content validityvalidity was confirmed

To compare the effects of each subcategory of linguistic mnemonic devices onitem test in fill-in

was a sentence that included a blank to be filled with olike the recognition test, a panel of experts confirmed the content validity of this test

administration, and its reliability

were taken to address

Initially, a sample of 120 Iranian students, preparing for IELTS (Academic andan IELTS institute


Placement Test wasparticipants whose mark fell more than one standard deviation below or above the

from subsequentattrition, there were 90 participants

After using the idioms pre-test to ascertain that the students had no knowledgeidioms, the treatments were given. The experiment lasted for eight

sessions a week), in whichidioms in accordance with the mnemonic techniques described below. Each session

60 minutes.


guess their meanings.


225

removed from subsequentthis part, and the

The teaching materials including 140 idiomatic expressions were selected andsecond pre-test. Idioms

The American Heritage Dictionary of Idioms Dictionary of Idioms and Their Origin (Flavell & Flavell, 1992),

(Gairns & Redman, 2011), A Collection of O

Herrings and White Elephants

tests were also used. To explore the effects of linguistic mnemonicrecognition of idioms, a

consisted of two sections. boldfaced idioms.alternative to complete the sentences. The KR

reliability of this test was 0.80. Since the items in this test were chosen from thevalidity of the

confirmed by a

To compare the effects of each subcategory of linguistic mnemonic devices onin-the-blanks format was used. In each item, there

was a sentence that included a blank to be filled with olike the recognition test, a panel of experts confirmed the content validity of this test

reliability was estimated

address the resea

Initially, a sample of 120 Iranian students, preparing for IELTS (Academic andinstitute in Tehran


was used to participants whose mark fell more than one standard deviation below or above the

subsequent computations.participants left,

test to ascertain that the students had no knowledgeidioms, the treatments were given. The experiment lasted for eight

which the studentsidioms in accordance with the mnemonic techniques described below. Each session


meanings. Then,

Dynamics 219-239

subsequent postthe KR reliability

The teaching materials including 140 idiomatic expressions were selected andIdioms were selected

The American Heritage Dictionary of Idioms (Flavell & Flavell, 1992),

A Collection of O

Elephants (Jack,

tests were also used. To explore the effects of linguistic mnemonicrecognition of idioms, a 30-item test in multiple

sections. In the first,idioms. In the next

alternative to complete the sentences. The KRreliability of this test was 0.80. Since the items in this test were chosen from the

the test could beby a group of experts.

To compare the effects of each subcategory of linguistic mnemonic devices onblanks format was used. In each item, there

was a sentence that included a blank to be filled with one of the target items. Muchlike the recognition test, a panel of experts confirmed the content validity of this test

estimated to be

research questions:

Initially, a sample of 120 Iranian students, preparing for IELTS (Academic andTehran were selected.


homogenizeparticipants whose mark fell more than one standard deviation below or above the

computations. Afterleft, 30 for each


students were instructedidioms in accordance with the mnemonic techniques described below. Each session


Then, she handed

post-tests. The participantsreliability was .79.

The teaching materials including 140 idiomatic expressions were selected andselected from a variety

The American Heritage Dictionary of Idioms (Ammer, 1997),(Flavell & Flavell, 1992), Idioms and Phrasal

A Collection of Original Stories and

(Jack, 2005).

tests were also used. To explore the effects of linguistic mnemonicitem test in multiple

first, the participantsnext section, the

alternative to complete the sentences. The KRreliability of this test was 0.80. Since the items in this test were chosen from the

be taken forexperts.

To compare the effects of each subcategory of linguistic mnemonic devices onblanks format was used. In each item, there

ne of the target items. Muchlike the recognition test, a panel of experts confirmed the content validity of this test

be 0.78.

questions:

Initially, a sample of 120 Iranian students, preparing for IELTS (Academic andselected. Availability

criterion for their selection, and they were gathered based on convenience sampling.The students were at intermediate level of language proficiency. At the outset of the

homogenize the students.participants whose mark fell more than one standard deviation below or above the

After homogenizationfor each treatment condition.


instructed the preidioms in accordance with the mnemonic techniques described below. Each session


out hard copies

participants

The teaching materials including 140 idiomatic expressions were selected and variety of

(Ammer, 1997), Idioms and Phrasal riginal Stories and

tests were also used. To explore the effects of linguistic mnemonic item test in multiple- choice

participants were the students

alternative to complete the sentences. The KR-21 reliability of this test was 0.80. Since the items in this test were chosen from the

for granted.

To compare the effects of each subcategory of linguistic mnemonic devices on blanks format was used. In each item, there

ne of the target items. Much like the recognition test, a panel of experts confirmed the content validity of this test

Initially, a sample of 120 Iranian students, preparing for IELTS (Academic and Availability was the

sampling. The students were at intermediate level of language proficiency. At the outset of the

students. Those participants whose mark fell more than one standard deviation below or above the

homogenization and condition.

test to ascertain that the students had no knowledge idioms, the treatments were given. The experiment lasted for eight

pre-selected idioms in accordance with the mnemonic techniques described below. Each session

The first group received instruction through etymological elaboration. In this group, the instructor/researcher wrote the target idioms on the board one by one and

copies of the

origins ofeach idiomThe studentshad graspedmistakescorrection.

Example:

When calcium oxide or lime is heated, it gives off a glaring white light. A Britisharmy engineerconditions. The visible limelight was used as a marker for measuring distancesaccuratelthat were then used in filmspotlights, to draw attention to the principal artist on the stage. Someone standing inthe limelight was very much the focus of public attention. So powerful was the lightthat there were cases of people going blind through too great exposure to it. (Source:Dictionary of

Thekeywords were organized by considering acoustic correspondence to one of the partsof idiomaticmethod, including selecting one word in the idiom to be based on acoustic similarity. Then, the instructor presented the target idioms throughthe keyword

Example:

Few

The third group received instruction through L1 translation. In this group, theinstructor put the idioms on the board and asked the students to guess their meaningsbased onafterwards.idioms in order to activate what they had learned in class. They received feedbackafter reading

Example:

After completionmentionedthen summarized

Data analysis

of the target idioms.idiom and providedstudents were askedgrasped its meaning.

mistakes if any. The correction. An example

Example: In the Limelight

When calcium oxide or lime is heated, it gives off a glaring white light. A Britishengineer used

conditions. The visible limelight was used as a marker for measuring distancesaccurately. Scientists took up this invention, adapting it to produce powerful lightsthat were then used in filmspotlights, to draw attention to the principal artist on the stage. Someone standing inhe limelight was very much the focus of public attention. So powerful was the light

that there were cases of people going blind through too great exposure to it. (Source:Dictionary of Idioms and

The second groupkeywords were organized by considering acoustic correspondence to one of the parts

idiomatic expressions.method, including selecting one word in the idiom to be based on acoustic similarity. Then, the instructor presented the target idioms throughthe keyword method and

Example:

Idioms

Few and far between

The third group received instruction through L1 translation. In this group, theinstructor put the idioms on the board and asked the students to guess their meanings

on the constituents.afterwards. The studentsidioms in order to activate what they had learned in class. They received feedback

reading their sentences.

Example: To make a mountain

completion of mentioned features werethen summarized and

analysis

On the Effects

idioms. Finally,provided examples for

asked to make sentencesmeaning. They were

instructor/researcherexample of this technique

Limelight

When calcium oxide or lime is heated, it gives off a glaring white light. A British this discovery

conditions. The visible limelight was used as a marker for measuring distancesy. Scientists took up this invention, adapting it to produce powerful lights

that were then used in film-projection, lighthouses and later in the theatre, rather likespotlights, to draw attention to the principal artist on the stage. Someone standing inhe limelight was very much the focus of public attention. So powerful was the light

that there were cases of people going blind through too great exposure to it. (Source:and Their Origins

group received keywords were organized by considering acoustic correspondence to one of the parts

expressions. First, the instructormethod, including selecting one word in the idiom to be based on acoustic similarity. Then, the instructor presented the target idioms through

method and explained their meanings

between


constituents. She students were then gedaencour

idioms in order to activate what they had learned in class. They received feedbacksentences.

mountain out of

the experimentalwere administered

prepared for statistical


226

Finally, she talked aboutfor them in ordersentences with

were also encouragedinstructor/researcher provided

technique is as follows:

When calcium oxide or lime is heated, it gives off a glaring white light. A Britishdiscovery to help his


projection, lighthouses and later in the theatre, rather likespotlights, to draw attention to the principal artist on the stage. Someone standing inhe limelight was very much the focus of public attention. So powerful was the light

that there were cases of people going blind through too great exposure to it. (Source:Origins)

instruction thoughkeywords were organized by considering acoustic correspondence to one of the parts

instructor brieflymethod, including selecting one word in the idiom to be based on acoustic similarity. Then, the instructor presented the target idioms through

explained their meanings

Keywords


provided theirgedaencour to

idioms in order to activate what they had learned in class. They received feedback

of a molehill:

experimental period, administered to all the three

statistical analysis.

Verbal, and Visual

about the meaningorder to contextualize

with each idiom toencouraged to correctprovided the final

follows:

When calcium oxide or lime is heated, it gives off a glaring white light. A Britishhis mapmaking



that there were cases of people going blind through too great exposure to it. (Source:

though the keywordkeywords were organized by considering acoustic correspondence to one of the parts

briefly explained themethod, including selecting one word in the idiom to be associated with an L1 wordbased on acoustic similarity. Then, the instructor presented the target idioms through

explained their meanings in the target

Keywords

Scarce;


their correspondingto make sentences


the two postteststhree groups. The

analysis.

Mnemonics on Idioms

meaning and etymologycontextualize the target

to make sure correct their classmates

final feedback after

When calcium oxide or lime is heated, it gives off a glaring white light. A Britishmapmaking in dismal




keyword method.keywords were organized by considering acoustic correspondence to one of the parts

the key conceptsassociated with an L1 word

based on acoustic similarity. Then, the instructor presented the target idioms throughthe target language.

Meanings

Scarce; infrequent


corresponding L1 translationssentences ngusi eth instructee


posttests with theThe collected data

Idioms Learning

etymology of target idioms.

that they classmates after peer-

When calcium oxide or lime is heated, it gives off a glaring white light. A British dismal weather

conditions. The visible limelight was used as a marker for measuring distances y. Scientists took up this invention, adapting it to produce powerful lights

projection, lighthouses and later in the theatre, rather like spotlights, to draw attention to the principal artist on the stage. Someone standing in he limelight was very much the focus of public attention. So powerful was the light


method. The keywords were organized by considering acoustic correspondence to one of the parts

concepts in this associated with an L1 word

based on acoustic similarity. Then, the instructor presented the target idioms through

infrequent

The third group received instruction through L1 translation. In this group, the instructor put the idioms on the board and asked the students to guess their meanings

translations instructee


the afore- data were


Aftercompare

were checked.

Results and Discussion

Results

Research

The firstdevices on idioms recognition. deployed;

1 Etymological

2 Keyword

3 Translation

Total

According to Table 1, the highest mean on English idiom recognition testbelongs to the etymological elaboration group (23.80), followed by the keywordmethod and translation. To determine statistically significant differences among thegroups, theirits assumptioshowed that.05). No violation of the other assumptions (independence of observations, intervaldata, normal distribution, etc.) was observed. The result of the ANOVA is given inTable 2.

Between

Within Groups

Total


After administeringcompare the effects of

recognition were checked.


Research Question One

first question of thedevices on idioms recognition. deployed; descriptive statistics

Descriptive

Etymological Elaboration

Keyword Method

Translation

According to Table 1, the highest mean on English idiom recognition testbelongs to the etymological elaboration group (23.80), followed by the keywordmethod and translation. To determine statistically significant differences among the

their posttest scoresassumptio

that this assumption.05). No violation of the other assumptions (independence of observations, intervaldata, normal distribution, etc.) was observed. The result of the ANOVA is given in

Table

Sum of

Between Groups

Groups


administering the post-tests,of etymological and recall of


One

the study was concerneddevices on idioms recognition. To address this question, a One

descriptive statistics are shown

Descriptive Statistics

N Mean

Elaboration 30 23.80

30 23.07

30 19.47

90 22.11


scores were compared

this assumption was not violated.05). No violation of the other assumptions (independence of observations, intervaldata, normal distribution, etc.) was observed. The result of the ANOVA is given in

Table 2. ANOVA

Sum of Squares

322.75

220.133

542.899


227

tests, One-Wayetymological elaboration,

of idioms. Before

concerned withTo address this question, a One

are shown in the following table.

Statistics for the ANOVA

Std.Mean

Deviation

23.80 1.769

23.07 1.552

19.47 2.102

22.11 2.470


compared using

not violated (Levene.05). No violation of the other assumptions (independence of observations, intervaldata, normal distribution, etc.) was observed. The result of the ANOVA is given in

ANOVA Result on Idiom

Squares df Mean

2

87

89

Dynamics 219-239

Way ANOVA techniqueselaboration, keyword method

Before using ANOVA,

with the effects ofTo address this question, a One

following table.

ANOVA on Idiom

95% Confidence IntervalStd.

Deviation Lower

1.769 23.14

1.552 22.49

2.102 18.93

2.470 21.59


using ANOVA. Before

(Levene Statistic.05). No violation of the other assumptions (independence of observations, intervaldata, normal distribution, etc.) was observed. The result of the ANOVA is given in

Idiom Recognition

Mean Square

161.378

2.530

techniques weremethod and translationANOVA, its assumptions

of linguistic mnemonicTo address this question, a One-Way ANOVA was

following table.

Recognition

95% Confidence Interval

UpperLower Bound

Bound

23.14 24.46

22.49 23.65

18.93 20.00

21.59 22.63


Before running ANOVA,

Statistic = .589; Sig. .05). No violation of the other assumptions (independence of observations, intervaldata, normal distribution, etc.) was observed. The result of the ANOVA is given in

Recognition

Square F

63.779

2= 0.594

were used to translation on

assumptions

mnemonic Way ANOVA was


Upper

Bound

24.46

23.65

20.00

22.63

According to Table 1, the highest mean on English idiom recognition test belongs to the etymological elaboration group (23.80), followed by the keyword method and translation. To determine statistically significant differences among the

ANOVA,

= .557 > .05). No violation of the other assumptions (independence of observations, interval data, normal distribution, etc.) was observed. The result of the ANOVA is given in

Sig.

.000

Based on Table 2, the differences significanttechniques

that 59

effect size. Table 3 displays the result of the Post Hoc Tukey HSD test that wasemployed

(I) Group

1 Etymological

elaboration

2 Keyword

According to Table 3, the etymological elaboration group is statistically betterthan the translation group. In addition, the participants in the keyword group haveoutperformedstatisticallymethod groups.

Research

The secondand etymology on idioms recall. For this purpose, after checking the assumptions(Levene Descriptive statistics

1 Etymological

2 Keyword

3 Translation

Total

Theare included

Based on Table 2, the differences significant (F (2, 87) =techniques (etymological

percent of the

effect size. Table 3 displays the result of the Post Hoc Tukey HSD test that wasemployed to identify significant differences.

Table 3. Multiple

Group (J)

Etymological 2 Keyword

elaboration 3 Translation

Keyword 3 Translation

According to Table 3, the etymological elaboration group is statistically betterthan the translation group. In addition, the participants in the keyword group haveoutperformed their counterpartsstatistically significant

groups.

Research Question Two

second question aimedand etymology on idioms recall. For this purpose, after checking the assumptions

Statistic = .163;Descriptive statistics are

Table 4.

Etymological Elaboration

Keyword

Translation

The ANOVA wasare included in Table 5.

On the Effects

Based on Table 2, the differences = 63.779, p

(etymological elaboration,

the variation among

effect size. Table 3 displays the result of the Post Hoc Tukey HSD test that wassignificant differences.

Multiple Comparisons

(J) Group Mean Difference

Keyword

Translation

Translation

According to Table 3, the etymological elaboration group is statistically betterthan the translation group. In addition, the participants in the keyword group have

counterparts insignificant difference between

Two

aimed to exploreand etymology on idioms recall. For this purpose, after checking the assumptions

.163; Sig. = .850are given in Table

Descriptive Statistics

N Mean

Elaboration 30 23.20

30 22.20

30 19.30

90 21.57

was used to find5.

Table 5. ANOVA


228

Based on Table 2, the differences between mnemonic groups are statistically < .0005). Thus,

elaboration, keyword,

among the groups

effect size. Table 3 displays the result of the Post Hoc Tukey HSD test that wassignificant differences.

Comparisons of Means

Mean Difference

(I-J)

.733

4.333*

3.600*


in the translationbetween etymological

explore the effectsand etymology on idioms recall. For this purpose, after checking the assumptions

.850 > .05), anotherTable 4.

Statistics for the ANOVA

Mean Std.

Deviation

23.20 1.690

22.20 1.562

19.30 1.690

21.57 2.284

find any possible

ANOVA Result

Verbal, and Visual

between mnemonic groups are statisticallyThus, different

keyword, and translation)

groups can be

effect size. Table 3 displays the result of the Post Hoc Tukey HSD test that was

Means for Idiom Recognition

95% Confidence IntervalSig.

Lower Bound

.180 -

.000 3.35

.000 2.62


translation group. However,etymological elaboration

effects of translation,and etymology on idioms recall. For this purpose, after checking the assumptions

another One-Way ANOVA

ANOVA on Idiom

Std. 95% Confidence

Deviation Lower Bound

1.690 22.57

1.562 21.62

1.690 18.74

2.284 21.09

possible significant differences.

Result on Idiom Recall

Mnemonics on Idioms

between mnemonic groups are statisticallydifferent linguistic mnemonic

translation) have differential2 = .594) shows

be characterized this is a considerable


Recognition

95% Confidence Interval Lower Bound Upper

-.25

3.35

2.62


However, thereelaboration and the

translation, the keywordand etymology on idioms recall. For this purpose, after checking the assumptions

ANOVA was deployed.

Idiom Recall

Confidence Interval

Bound Upper

22.57 23.83

21.62 22.78

18.74 19.86

21.09 22.04

differences. The

Recall

Idioms Learning

between mnemonic groups are statistically mnemonic

differential = .594) shows

characterized by the this is a considerable



Upper Bound

1.71

5.31

4.58

According to Table 3, the etymological elaboration group is statistically better than the translation group. In addition, the participants in the keyword group have

there is no the keyword

keyword method, and etymology on idioms recall. For this purpose, after checking the assumptions

deployed.

Interval

Upper Bound

23.83

22.78

19.86

22.04

The results


Between

Within Groups

Total

As

variation among these groups can be ascribed to treatment effects. Tukey HSD wasthen used

(I) Group

Basedboth the keywordkeyword

Discussion

The findingsetymological elaboration, the keyword method, and recognitionelaborationwas no significant difference between the etymologicalgroups. keyword method and translation. The superiority of etymology can be explained ondifferent grounds. Building upon the tenets of cognitive linguistic seman2013; Croft & Cruse, 2004; Kövecses, 2002; Taylor, 2002), the meaning of an idiomis by no

idioms. In order to learn idioms between

1 Etymological

Elaboration

2 Keyword


Groups

Groups

displayed in Table

variation among these groups can be ascribed to treatment effects. Tukey HSD wasused for Post-hoc

Table

Group

Based on Table 6,the keyword and

keyword group have outperformed

Discussion

findings of this etymological elaboration, the keyword method, and recognition and recall elaboration and the keywordwas no significant difference between the etymological

Concerning idiomskeyword method and translation. The superiority of etymology can be explained ondifferent grounds. Building upon the tenets of cognitive linguistic seman2013; Croft & Cruse, 2004; Kövecses, 2002; Taylor, 2002), the meaning of an idiom

means entirely

idioms. In order to learn idioms the linguistic

Etymological

Elaboration

Keyword


Sum of Squares

246.200

246.200

464.100

Table 5, group

variation among these groups can be ascribed to treatment effects. Tukey HSD washoc comparison,

Table 6. Multiple Comparisons

(J) Group

6, the etymologicaland the translationoutperformed

study showedetymological elaboration, the keyword method, and

of English idioms.keyword method

was no significant difference between the etymologicalidioms recall,

keyword method and translation. The superiority of etymology can be explained ondifferent grounds. Building upon the tenets of cognitive linguistic seman2013; Croft & Cruse, 2004; Kövecses, 2002; Taylor, 2002), the meaning of an idiom

entirely randomly stipulated,

idioms. In order to learn idioms correctly, learners should establish logical links forms and mental

2 keyword

3 translation

3 translation


229

Squares df

2

87

89

group differences 2 = .530) indicates that 53 percent of the

variation among these groups can be ascribed to treatment effects. Tukey HSD was the result of which is

Comparisons of

Group Mean

Difference

(I-J)

etymological elaborationtranslation groups.

the learners in

showed significantetymological elaboration, the keyword method, and

idioms. As for idiommethod were more effective

was no significant difference between the etymologicalrecall, etymology


stipulated, and

deep semantic processing of targetcorrectly, learners should establish logical links

mental images of

keyword 1.000*

translation 3.900*

translation 2.900*

Dynamics 219-239

Mean Square

123.100

2.505

are statistically= .530) indicates that 53 percent of the

variation among these groups can be ascribed to treatment effects. Tukey HSD waswhich is summarized in Table

of Means for Idiom

Difference Sig.

elaboration group is statisptically Moreover, the

in the translation group.

significant differences etymological elaboration, the keyword method, and translation techniques on both

idiom recognition,effective than

was no significant difference between the etymological elaboration and keyword was more effective


and as Boers et al.


of these linguistic

.043

.000

.000

Mean Square F

49.150

2 = 0.530

statistically significant = .530) indicates that 53 percent of the

variation among these groups can be ascribed to treatment effects. Tukey HSD wassummarized in Table

Idiom Recall

95% ConfidenceInterval

Lower Upper

statisptically betterMoreover, the participants

translation group.

among the effects oftranslation techniques on bothrecognition, both etymological

translation, whileelaboration and keyword

effective than keyword method and translation. The superiority of etymology can be explained ondifferent grounds. Building upon the tenets of cognitive linguistic semantics (Boers,2013; Croft & Cruse, 2004; Kövecses, 2002; Taylor, 2002), the meaning of an idiom

al. (2007) point


linguistic elements (Boers

Bound Bound

-1.97 -

-4.87 -

1.93 3.87

Sig.

.000

(F(2, 87) = = .530) indicates that 53 percent of the

variation among these groups can be ascribed to treatment effects. Tukey HSD was summarized in Table 6.

Confidence

Upper

better than participants in the

effects of translation techniques on both

etymological while there

elaboration and keyword both the

keyword method and translation. The superiority of etymology can be explained on tics (Boers,

2013; Croft & Cruse, 2004; Kövecses, 2002; Taylor, 2002), the meaning of an idiom point out, is

deep semantic processing of target correctly, learners should establish logical links

(Boers &

Bound

-.03

-2.93

3.87

Webb, 2015).with appropriate

Additional naming is related to the fact that idioms serve as an alternative way ofdenoting

appearing

prominentSteinel, thereby information about the setting in which idioms are used (for instance, comes fromor towel into the ring) (Boers, 2013).unravel the pragmatic nature of these structures (SánchezTimofeev,

From the empirical point of view, these findings are consistent with a number ofstudies that have confirmed the highly beneficial results of deploying etymologicalelaboration and the keyword method. Regarding recognition, the findings are inconformityout that learners can enhance the likelihood of remembering figurative idioms if theybecome maintained that econnectionstheir verbal forms. As a result, etymology can have a facilitative role in storinginformationetymologicalThis finding is in line with that of Zhang (2012), who concluded that etymologicalinformation could enhance the producompatible with the findings of Razmjoo, Songhori, and Bahremand (2016), Bagheriand Fazelelaborationtechniques

etymological

On

summon mental pictures. These images can, in turn, supplement verbal explanation.Learnersimagery when they are provided with etymological explanation. In other words,etymologicalassociations.

2015). Etymologicalappropriate mental

Additional naming is related to the fact that idioms serve as an alternative way of a given concept.

componentappearing between the

prominent semantic factorSteinel, 2007). Etymological background can boost the creation of mental images,

making idiomsinformation about the setting in which idioms are used (for instance,

from boxing, whereor towel into the ring) (Boers, 2013).unravel the pragmatic nature of these structures (SánchezTimofeev, 2012).

From the empirical point of view, these findings are consistent with a number ofstudies that have confirmed the highly beneficial results of deploying etymologicalelaboration and the keyword method. Regarding recognition, the findings are inconformity with those of Boers (2001) and Boers et al. (2007). Boers (2001) pointedout that learners can enhance the likelihood of remembering figurative idioms if they

aware of theirmaintained that etymological elaboration can enable learners to forge meaningfulconnections between abstracttheir verbal forms. As a result, etymology can have a facilitative role in storinginformation in memory.etymological elaborationThis finding is in line with that of Zhang (2012), who concluded that etymologicalinformation could enhance the producompatible with the findings of Razmjoo, Songhori, and Bahremand (2016), Bagheri

Fazel (2010), as wellelaboration with differenttechniques on idioms

etymological explanations

the theoretical

summon mental pictures. These images can, in turn, supplement verbal explanation.Learners gain benefit fromimagery when they are provided with etymological explanation. In other words,

gical informationassociations.

On the Effects

Etymological informationmental images of idioms.

Additional naming is related to the fact that idioms serve as an alternative way ofconcept. By way of

component the literal form

factor in intentional

2007). Etymological background can boost the creation of mental images,idioms more imageable.

information about the setting in which idioms are used (for instance, where formerly

or towel into the ring) (Boers, 2013).unravel the pragmatic nature of these structures (Sánchez

From the empirical point of view, these findings are consistent with a number ofstudies that have confirmed the highly beneficial results of deploying etymologicalelaboration and the keyword method. Regarding recognition, the findings are in

with those of Boers (2001) and Boers et al. (2007). Boers (2001) pointedout that learners can enhance the likelihood of remembering figurative idioms if they

their original tymological elaboration can enable learners to forge meaningful

abstract and conceptualtheir verbal forms. As a result, etymology can have a facilitative role in storing

memory. As to elaboration was influential

This finding is in line with that of Zhang (2012), who concluded that etymologicalinformation could enhance the producompatible with the findings of Razmjoo, Songhori, and Bahremand (2016), Bagheri

well as Noroozidifferent techniques

recall. However,

explanations on the learning

theoretical ground, the better

summon mental pictures. These images can, in turn, supplement verbal explanation.from verbal (or

imagery when they are provided with etymological explanation. In other words,information enables


230

information equips learnersidioms. Dob

Additional naming is related to the fact that idioms serve as an alternative way ofof illustration, a

form of an idiom Imageability of meaning can be regarded as a

intentional idioms learning2007). Etymological background can boost the creation of mental images,

imageable. Etymologyinformation about the setting in which idioms are used (for instance,

formerly a fighter concededor towel into the ring) (Boers, 2013). In other words, etymological background canunravel the pragmatic nature of these structures (Sánchez



literal usage.tymological elaboration can enable learners to forge meaningful

conceptual imagestheir verbal forms. As a result, etymology can have a facilitative role in storing

idioms recall,influential in assisting

This finding is in line with that of Zhang (2012), who concluded that etymologicalinformation could enhance the productive knowledge of idioms. This finding is alsocompatible with the findings of Razmjoo, Songhori, and Bahremand (2016), Bagheri

Noroozi and Salehi (2013).techniques and foundHowever, the findings

the learning of idioms.

better performance

summon mental pictures. These images can, in turn, supplement verbal explanation.(or in some cases

imagery when they are provided with etymological explanation. In other words, deeper processing

Verbal, and Visual

learners with

as major criteria for figurativity.Additional naming is related to the fact that idioms serve as an alternative way of

a piece of cake

idiom and itsImageability of meaning can be regarded as a

learning process2007). Etymological background can boost the creation of mental images,

Etymology providesinformation about the setting in which idioms are used (for instance,

conceded defeat byIn other words, etymological background can

unravel the pragmatic nature of these structures (Sánchez-López, 2015; Timofeeva



usage. In addition,tymological elaboration can enable learners to forge meaningful

images of solid andtheir verbal forms. As a result, etymology can have a facilitative role in storing

recall, the presentassisting learners to

This finding is in line with that of Zhang (2012), who concluded that etymologicalctive knowledge of idioms. This finding is also

compatible with the findings of Razmjoo, Songhori, and Bahremand (2016), Bagheri(2013). They compared

found it more findings of this study

of idioms.

performance of the etymological

summon mental pictures. These images can, in turn, supplement verbal explanation.cases textual) data

imagery when they are provided with etymological explanation. In other words,processing through

Mnemonics on Idioms

the ability to

as major criteria for figurativity.Additional naming is related to the fact that idioms serve as an alternative way of

cake can be used to

its figurative meaningImageability of meaning can be regarded as a

process (Steinel, Hulstijn,2007). Etymological background can boost the creation of mental images,

provides learnersinformation about the setting in which idioms are used (for instance, throw in the towel

by throwing theIn other words, etymological background can

López, 2015; Timofeeva



addition, Boers et al.tymological elaboration can enable learners to forge meaningful

and palpable scenestheir verbal forms. As a result, etymology can have a facilitative role in storing

present study showedto recall English

This finding is in line with that of Zhang (2012), who concluded that etymologicalctive knowledge of idioms. This finding is also

compatible with the findings of Razmjoo, Songhori, and Bahremand (2016), Baghericompared etymological effective than

study do not lend

etymological elaboration

summon mental pictures. These images can, in turn, supplement verbal explanation.data and build up

imagery when they are provided with etymological explanation. In other words,through form and

Idioms Learning

come up

as major criteria for figurativity. Additional naming is related to the fact that idioms serve as an alternative way of

to express

meaning Imageability of meaning can be regarded as a

Hulstijn, & 2007). Etymological background can boost the creation of mental images,

learners with throw in the towel

the sponge In other words, etymological background can

López, 2015; Timofeeva-

From the empirical point of view, these findings are consistent with a number of studies that have confirmed the highly beneficial results of deploying etymological elaboration and the keyword method. Regarding recognition, the findings are in

with those of Boers (2001) and Boers et al. (2007). Boers (2001) pointed out that learners can enhance the likelihood of remembering figurative idioms if they

al. (2007) tymological elaboration can enable learners to forge meaningful

scenes and their verbal forms. As a result, etymology can have a facilitative role in storing

showed that English idioms.

This finding is in line with that of Zhang (2012), who concluded that etymological ctive knowledge of idioms. This finding is also

compatible with the findings of Razmjoo, Songhori, and Bahremand (2016), Bagheri etymological

than those lend support

elaboration

summon mental pictures. These images can, in turn, supplement verbal explanation. up pictorial

imagery when they are provided with etymological explanation. In other words, meaning


The discrepancies between the findings of this study and those of Szczepaniakand LewThe participants of the current study were adult EFL learners (Mean age: 24.1).Nikolov (2009) posits that young language learners generally benefit from memorybased learning strategies, while adult language learners primarily rely on rulelearning. In other words, adults can benefit from rational explanation more thanpictorial the keywordthe afore

The findings of this study also indicated that the keyword method is moreeffective

keyword(storytelling

prominent role of the keyword method in the learning of vocabulary. The superiorityof the keyword

the findings of this study are in conflict with those of Wei (2015). In that study, thekeyword

In the present study, translation teaching of discernible links between the compositional and metaphorical meanings of idiomscan justify the unpromising results of translation conjures up the traditional approach in which decontextualized blindmemorization,of L2 idioms.

inextricablycounterparts for idioms in another language is hard, if not impossible. This explainswhy translation was the least idioms. techniquesof activating the mental providedthere is little,

Conclusion

The findings of this study suggest the success of etymology on L2 idioms learning.Since theof idioms, it can be concluded is that putting language learners in the center of thelearning


The discrepancies between the findings of this study and those of SzczepaniakLew (2011) can be

The participants of the current study were adult EFL learners (Mean age: 24.1).Nikolov (2009) posits that young language learners generally benefit from memorybased learning strategies, while adult language learners primarily rely on rulelearning. In other words, adults can benefit from rational explanation more than

support. Thus,keyword method on

the afore-mentioned possibility.

The findings of this study also indicated that the keyword method is moreeffective than translation

keyword method was(storytelling and semantic

prominent role of the keyword method in the learning of vocabulary. The superioritykeyword method

the findings of this study are in conflict with those of Wei (2015). In that study, thekeyword method was

In the present study, translation idioms. Despite the beneficial role

of discernible links between the compositional and metaphorical meanings of idiomscan justify the unpromising results of translation conjures up the traditional approach in which decontextualized blindmemorization, with no

idioms. In addition,lack

inextricably interwoven,counterparts for idioms in another language is hard, if not impossible. This explainswhy translation was the least

The finding that translation turned out to be less effective than the othertechniques does not comeof activating the mental provided with the equivalents

little, if any, mental engagement

Conclusion and Implications

ndings of this study suggest the success of etymology on L2 idioms learning.the essence of etymological

of idioms, it can be concluded is that putting language learners in the center of the process is of


The discrepancies between the findings of this study and those of Szczepaniakbe attributed to


Thus, the higher meanon the recognitionpossibility.

The findings of this study also indicated that the keyword method is moretranslation on L2 idioms

was more effectivesemantic organization)

that of Wyra, Lawson, and Hungi (2007), who showed theprominent role of the keyword method in the learning of vocabulary. The superiority

method over translation

the findings of this study are in conflict with those of Wei (2015). In that study, the less promising than

In the present study, translation idioms. Despite the beneficial role

of discernible links between the compositional and metaphorical meanings of idiomscan justify the unpromising results of translation conjures up the traditional approach in which decontextualized blind

no association, isaddition, semanticlack of cultural awareness.

interwoven, and idiomscounterparts for idioms in another language is hard, if not impossible. This explainswhy translation was the least effective technique on both recognition and recall of

The finding that translation turned out to be less effective than the othercome as a big surprise.

of activating the mental engagement of learners. In translation, learners are usuallyequivalents of the

any, mental engagement

Implications

ndings of this study suggest the success of etymology on L2 idioms learning.etymological elaboration

of idioms, it can be concluded is that putting language learners in the center of theof paramount significance,


231

The discrepancies between the findings of this study and those of Szczepaniakto the different


mean score of recognition and recall

The findings of this study also indicated that the keyword method is moreidioms recognition

effective than theorganization) on L2 idiom


translation is also supported

the findings of this study are in conflict with those of Wei (2015). In that study, thepromising than random

In the present study, translation turned out to be the least successful way ofidioms. Despite the beneficial role of translation in many

of discernible links between the compositional and metaphorical meanings of idiomscan justify the unpromising results of the translation technique. In other words,translation conjures up the traditional approach in which decontextualized blind

is considered tosemantic

awareness. Theidioms are culture

counterparts for idioms in another language is hard, if not impossible. This explainseffective technique on both recognition and recall of

The finding that translation turned out to be less effective than the othersurprise. Mnemonic

engagement of learners. In translation, learners are usuallythe target idioms

any, mental engagement on the part of the

ndings of this study suggest the success of etymology on L2 idioms learning.elaboration is helping

of idioms, it can be concluded is that putting language learners in the center of thesignificance, especially

Dynamics 219-239

The discrepancies between the findings of this study and those of Szczepaniak learning styles


the etymologicalrecall of English idioms

The findings of this study also indicated that the keyword method is morerecognition and recall.

the other instructionalidiom


supported by the

the findings of this study are in conflict with those of Wei (2015). In that study, therandom memorization.

turned out to be the least successful way oftranslation in many

of discernible links between the compositional and metaphorical meanings of idiomsthe translation technique. In other words,

translation conjures up the traditional approach in which decontextualized blindto be the main

The fact is that languageculture-specific.


The finding that translation turned out to be less effective than the otherMnemonic devices,

engagement of learners. In translation, learners are usuallyidioms in their mother

part of the learners.

ndings of this study suggest the success of etymology on L2 idioms learning.helping learners

of idioms, it can be concluded is that putting language learners in the center of theespecially in EFL

The discrepancies between the findings of this study and those of Szczepaniakstyles at various age


etymological group comparedidioms can be

The findings of this study also indicated that the keyword method is morerecall. These results

instructional interventions.


the results of Köksal

the findings of this study are in conflict with those of Wei (2015). In that study, thememorization.

turned out to be the least successful way oftranslation in many contexts, deficiency

of discernible links between the compositional and metaphorical meanings of idiomsthe translation technique. In other words,

translation conjures up the traditional approach in which decontextualized blindmain pathway to the

language and culturespecific. Therefore,


The finding that translation turned out to be less effective than the other by definition,

engagement of learners. In translation, learners are usuallymother tongue. Aslearners.

ndings of this study suggest the success of etymology on L2 idioms learning.learners shape mental

of idioms, it can be concluded is that putting language learners in the center of theEFL contexts.

The discrepancies between the findings of this study and those of Szczepaniak age levels.

The participants of the current study were adult EFL learners (Mean age: 24.1). Nikolov (2009) posits that young language learners generally benefit from memorybased learning strategies, while adult language learners primarily rely on rule-based learning. In other words, adults can benefit from rational explanation more than

compared to related to

The findings of this study also indicated that the keyword method is more results are,

interventions

that of Wyra, Lawson, and Hungi (2007), who showed the prominent role of the keyword method in the learning of vocabulary. The superiority

Köksal and

the findings of this study are in conflict with those of Wei (2015). In that study, the

turned out to be the least successful way of contexts, deficiency

of discernible links between the compositional and metaphorical meanings of idioms the translation technique. In other words,

translation conjures up the traditional approach in which decontextualized blind the leaning

culture are Therefore, finding

counterparts for idioms in another language is hard, if not impossible. This explains effective technique on both recognition and recall of

The finding that translation turned out to be less effective than the other definition, are ways

engagement of learners. In translation, learners are usually As a result,

ndings of this study suggest the success of etymology on L2 idioms learning. mental images

of idioms, it can be concluded is that putting language learners in the center of the contexts. In other

words, it may be concluded that, instead of the almost outdated practice of providinglearners withis commonthem developand the recognition

need to teach them how to catch fish. In other words, instead of forcing learners toblindly memorize target idioms, we need to encourage learners to think aboprocess idioms more deeply. It might also be concluded that these findings somehowsupport the basic tenets of the dual coding theory. Both etymological elaboration andthe keyword method engage learners in some sort of mental images. Translation, othe other hand, provides merely linguistic support. It may be concluded, therefore,that when learners are engaged both linguistically and nonlearning will

On theof etymological elaboration, the keyword method, and translation under the generalcategoryacknowledge,to memory along with the verbal form. In the keyword method, too, a mental imageis created to connect the keyword with the translation of the target word (Rodrigues& Sadoski, 2000). Inbe concluded that the support that is provided in etymological elaboration and thekeyword method is not purely linguistic, as it is in translation. This might imply thatThompson

At theamong learners, it may be concluded that the way learners benefit from mnemonicdevices mightthe keyword method require mental images, learners with visual learning style maybenefit morefor manageabilitymean that the choice of mnemonic devices should be based, at least partially, on thelearning style

Needless to say, the findings of the present study should be interpreted withcaution as it involved a number of limitations. The scope of the study was limited toEFL participants, the duration of the treatment was limited, and the participants werelimited to intermediate level learners. Bearing these caveats in mind, to not taken beshould care

References

Ammer, C.

Baddeley,

words, it may be concluded that, instead of the almost outdated practice of providingwith the direct

common practice indevelop their own

keyword methodrecognition and recall

need to teach them how to catch fish. In other words, instead of forcing learners toblindly memorize target idioms, we need to encourage learners to think aboprocess idioms more deeply. It might also be concluded that these findings somehowsupport the basic tenets of the dual coding theory. Both etymological elaboration andthe keyword method engage learners in some sort of mental images. Translation, othe other hand, provides merely linguistic support. It may be concluded, therefore,that when learners are engaged both linguistically and nonlearning will be more viable than when

the basis of theseof etymological elaboration, the keyword method, and translation under the generalcategory of linguisticacknowledge, etymologyto memory along with the verbal form. In the keyword method, too, a mental imageis created to connect the keyword with the translation of the target word (Rodrigues& Sadoski, 2000). In translation, however, no images are involved. Therefore, it maybe concluded that the support that is provided in etymological elaboration and thekeyword method is not purely linguistic, as it is in translation. This might imply thatThompson s (1987) ca

the same time,among learners, it may be concluded that the way learners benefit from mnemonic

might depend the keyword method require mental images, learners with visual learning style may

more from suchmanageability reasons.

mean that the choice of mnemonic devices should be based, at least partially, on thelearning style of the learners.

Needless to say, the findings of the present study should be interpreted withas it involved a number of limitations. The scope of the study was limited to

EFL participants, the duration of the treatment was limited, and the participants werelimited to intermediate level learners. Bearing these caveats in mind, to not taken be

uld care overgeneralize

References

C. (1997). The American

Baddeley, A.D. (1999).

On the Effects

words, it may be concluded that, instead of the almost outdated practice of providingdirect equivalents of

in translation), itown mental image.method were more

recall further consolidate

need to teach them how to catch fish. In other words, instead of forcing learners toblindly memorize target idioms, we need to encourage learners to think aboprocess idioms more deeply. It might also be concluded that these findings somehowsupport the basic tenets of the dual coding theory. Both etymological elaboration andthe keyword method engage learners in some sort of mental images. Translation, othe other hand, provides merely linguistic support. It may be concluded, therefore,that when learners are engaged both linguistically and non

more viable than when

these findings, oneof etymological elaboration, the keyword method, and translation under the general

linguistic mnemonicsetymology involves creating

to memory along with the verbal form. In the keyword method, too, a mental imageis created to connect the keyword with the translation of the target word (Rodrigues

translation, however, no images are involved. Therefore, it maybe concluded that the support that is provided in etymological elaboration and thekeyword method is not purely linguistic, as it is in translation. This might imply that

categorization of

time, given the diversityamong learners, it may be concluded that the way learners benefit from mnemonic

on their learningthe keyword method require mental images, learners with visual learning style may

such devices. Wereasons. If such a

mean that the choice of mnemonic devices should be based, at least partially, on thelearners.



overgeneralize the results

American Heritage

). Essentials of human


232

words, it may be concluded that, instead of the almost outdated practice of providingof the target idiomsit is important

image. The findingmore effective

consolidate the above

need to teach them how to catch fish. In other words, instead of forcing learners toblindly memorize target idioms, we need to encourage learners to think aboprocess idioms more deeply. It might also be concluded that these findings somehowsupport the basic tenets of the dual coding theory. Both etymological elaboration andthe keyword method engage learners in some sort of mental images. Translation, othe other hand, provides merely linguistic support. It may be concluded, therefore,that when learners are engaged both linguistically and non

more viable than when they are only

one can also drawof etymological elaboration, the keyword method, and translation under the general

mnemonics may be problematic.creating a mental



tegorization of mnemonics

diversity of learningamong learners, it may be concluded that the way learners benefit from mnemonic

learning style. Sincethe keyword method require mental images, learners with visual learning style may

We did not checka relationship is

mean that the choice of mnemonic devices should be based, at least partially, on the



results of the study.

Heritage dictionary

human memory

Verbal, and Visual

words, it may be concluded that, instead of the almost outdated practice of providingidioms in their to engage learners

finding that both etymologicaleffective than translation

above conclusion

need to teach them how to catch fish. In other words, instead of forcing learners toblindly memorize target idioms, we need to encourage learners to think aboprocess idioms more deeply. It might also be concluded that these findings somehowsupport the basic tenets of the dual coding theory. Both etymological elaboration andthe keyword method engage learners in some sort of mental images. Translation, othe other hand, provides merely linguistic support. It may be concluded, therefore,that when learners are engaged both linguistically and non-linguistically, their idiom

only linguistically

draw the conclusionof etymological elaboration, the keyword method, and translation under the general

problematic. Asmental image of a



mnemonics needs a second

learning styles andamong learners, it may be concluded that the way learners benefit from mnemonic

Since both etymologicalthe keyword method require mental images, learners with visual learning style may

check the learning styleis reported in




study.

dictionary of idioms. Boston:

memory. East Sussex:

Mnemonics on Idioms

words, it may be concluded that, instead of the almost outdated practice of providing native language

learners mentally,etymological elaboration

translation on bothconclusion and lend

need to teach them how to catch fish. In other words, instead of forcing learners toblindly memorize target idioms, we need to encourage learners to think aboprocess idioms more deeply. It might also be concluded that these findings somehowsupport the basic tenets of the dual coding theory. Both etymological elaboration andthe keyword method engage learners in some sort of mental images. Translation, othe other hand, provides merely linguistic support. It may be concluded, therefore,

linguistically, their idiomlinguistically engaged.

conclusion that the of etymological elaboration, the keyword method, and translation under the general

As Boers et al.a scene to be consigned



second thought.

and individual differencesamong learners, it may be concluded that the way learners benefit from mnemonic

etymological elaborationthe keyword method require mental images, learners with visual learning style may

style of the participants future studies,




Boston: Houghton

Sussex: Psychology Press.

Idioms Learning

words, it may be concluded that, instead of the almost outdated practice of providing language (which

mentally, helping elaboration

both idioms lend further

need to teach them how to catch fish. In other words, instead of forcing learners to blindly memorize target idioms, we need to encourage learners to think about and process idioms more deeply. It might also be concluded that these findings somehow support the basic tenets of the dual coding theory. Both etymological elaboration and the keyword method engage learners in some sort of mental images. Translation, on the other hand, provides merely linguistic support. It may be concluded, therefore,

linguistically, their idiom engaged.

inclusion of etymological elaboration, the keyword method, and translation under the general

al. (2007) consigned

to memory along with the verbal form. In the keyword method, too, a mental image is created to connect the keyword with the translation of the target word (Rodrigues

translation, however, no images are involved. Therefore, it may be concluded that the support that is provided in etymological elaboration and the keyword method is not purely linguistic, as it is in translation. This might imply that

differences among learners, it may be concluded that the way learners benefit from mnemonic

elaboration and the keyword method require mental images, learners with visual learning style may

participants studies, it would


Needless to say, the findings of the present study should be interpreted with as it involved a number of limitations. The scope of the study was limited to

EFL participants, the duration of the treatment was limited, and the participants were limited to intermediate level learners. Bearing these caveats in mind, to not taken be

Houghton Mifflin.

Press.


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Authors Biographies

Maryam Ahmadi is a Ph.D. Candidate in English Language Teaching at Imam Khomeini International University in Qazvin, Iran. She is an IELTS instructor and GE teacher and has been teaching English as a Foreign language in different institutes since 2010.

Abbas Ali Zarei is an Associate Professor at Imam Khomeini International University in Qazvin, Iran. He has published several books and papers in the field of English Teaching / Learning. He has also attended and presented at many national and international conferences across the world.

Rajab Esfandiari is an Assistant Professor at Imam Khomeini International University in Qazvin, Iran. His areas of interest are Corpus Linguistics, Language Testing, and English for Specific Purposes (ESP) in the field of language. He has published many papers in highly acknowledged journals.

linguistic mnemonics affecting learning l2 idioms

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