Research Article
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A Proverb Learned is a Proverb Earned: Proverb Instruction in EFL Classrooms

Year 2019, Volume: 5 Issue: 1, 57 - 88, 24.03.2019
https://doi.org/10.32601/ejal.543781

Abstract

This study aims to reveal the situation
about proverb instruction in EFL classrooms by seeking future English teachers’
opinions. It is based on the argument that proverbs are an important part of
cultural references, figurative, functional and formulaic language; thereby,
they lend themselves well to enhancing communicative competence. This study investigates
what EFL student-teachers think and feel about English proverb instruction, how
they conceptualize proverbs, how they define their knowledge and use of English
proverbs, and what they think about the extent to which their English teachers
and coursebooks at high school taught English proverbs. In doing so, a
questionnaire was designed and administered to freshman EFL student-teachers
and semi-structured interviews were conducted with volunteers. The findings
revealed that despite those student-teachers’ positive attitudes towards
proverb instruction, they did not view their knowledge of English proverbs as
well as the teaching of proverbs by their English teachers and coursebooks at
high school sufficient enough. Furthermore, traditional definitions were
reflected in the participants’ conceptualization of proverbs. The study has
important implications for curriculum and syllabus design in which knowledge of
phraseology in general and proverbs in particular should be incorporated as an
important component of learners’ language competence.

References

  • Alexander, R. J. (1984). Fixed expressions in English: reference books and the teacher. ELT Journal, 38(2), 127-134.
  • Al-Issa, A. (2005). The role of English language culture in the Omani language education system: An ideological perspective. Language, Culture and Curriculum, 18(3), 258-270.
  • Alkaya, E. (2001). Tatar Türkçesindeki dil ve söz ile ilgili atasözleri üzerine bir değerlendirme. Fırat Üniversitesi Sosyal Bilimler Dergisi, 11(2), 55-76.
  • Arıkan, A., & Tekir, S. (2007). An analysis of English language teaching coursebooks by Turkish writers: "Let’s speak English 7" example. International Journal of Human Sciences, 4(2), 1-18.
  • Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
  • Bessmertnyi, A. (1994). Teaching cultural literacy to foreign-language students. English Teaching Forum, 32(4), 24-27.
  • Bulut, T., & Çelik-Yazıcı, İ. (2004). Idiom processing in L2: Through rose-colored glasses. The Reading Matrix, 4(2), 105-116.
  • Can, N. (2011). A proverb learned is a proverb earned: Future English teachers’ experiences of learning English proverbs in Anatolian Teacher Training High Schools in Turkey (Unpublished master’s thesis). Middle East Technical University, Ankara.
  • Charteris-Black, J. (1995). Proverbs in communication. Journal of Multilingual Multicultural Development, 16, 259-268.
  • Ciccarelli, A. (1996). Teaching culture through language: Suggestions for the Italian language class. Italica, 73(4), 563-576.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York, NY: Routledge.
  • Cooper, T. C. (1999). Processing of idioms by L2 learners of English. TESOL Quarterly, 33(2), 233-262.
  • Coşkun, A. (2011). Investigation of the application of communicative language teaching in the English language classroom: A case study on teachers’ attitudes in Turkey. Journal of Linguistics and Language Teaching, 2(1), 1-27.
  • Cruz, S. (1995). Actions speak louder than words: Understanding figurative proverbs (Unpublished doctoral dissertation). University of California, California. Retrieved from ProQuest Dissertations & Theses. (AAT 9538666)
  • Çakir, A. (2016). Raising awareness on the Turkish learners of English about the arbitrary nature of figurative expressions. European Journal of Multidisciplinary Studies, 1(2), 248-252.
  • Çakır, İ. (2010). The frequency of culture-specific elements in the ELT coursebooks at elementary schools in Turkey. Novitas-ROYAL (Research on Youth and Language), 4(2), 182-189.
  • D'Angelo, F. J. (1977). Some uses of proverbs. College Composition and Communication, 28(4), 365-369.
  • Dobrovol’skij, D., & Piirainen, E. (2005). Figurative language: Cross-cultural and cross-linguistic perspectives. Oxford: Elsevier.
  • Dörnyei, Z. (2003). Questionnaire in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Drew, P., & Holt, E. (1998). Figures of speech: Figurative expressions and the management of topic transition in conversation. Language and Society, 27, 495-522.
  • Driscoll, P., Earl, J., & Cable, C. (2013). The role and the nature of the cultural dimension in primary modern languages. Language, Culture and Curriculum, 26(2), 146-160.
  • Dundes, A. (1975). On the structure of the proverb. Proverbium, 25, 961-973. Eker, S. (2006). Çağdaş Türk dili. Ankara: Grafiker Yayınları.
  • Elkılıç, G. (2008). Turkish students’ understanding of transparent and opaque idioms in English in reading as well as in speaking. Journal of Language and Linguistic studies, 4(2), 27-41.
  • Ellis, N. C. (2008). Phraseology: The periphery and the heart of language. In F. Meunier & S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 1-15). Amsterdam: John Benjamins.
  • Foddy, W. (1993). Constructing questions for interviews and questionnaires: Theory and practice in social research. Cambridge: Cambridge University Press.
  • Göçmen, E., Göçmen, N., & Ünsal, A. (2012). The role of idiomatic expressions in teaching languages and cultures as part of a multilingual approach. Procedia-Social and Behavioral Sciences, 55, 239-247.
  • Gözpınar, H. (2014). Activities to promote the use of proverbs to develop foreign language skills. Modern Journal of Language Teaching Methods (MJLTM), 4(4), 107-112.
  • Granger, S., & Paquot, M. (2008). Disentangling the phraseological web. In S. Granger & F. Meunier (Eds.), Phraseology: An interdisciplinary perspective (pp. 27-51). Amsterdam: John Benjamins.
  • Hanzen, M. (2007). “When in Rome, do as the Romans do”: Proverbs as a part of EFL teaching. Högskolan För Larande Och Kommunikation (HLK), 36, 1-24.
  • Harnish, R. M. (1993). Communicating with proverbs. Communication and Cognition, 26(3/4), 265-290.
  • Hatipoğlu, Ç. (2009). Do we speak the same culture?: Evidence from university students in the Foreign Language Education Departments. Proceedings of the International Congress of Comparative Literature and the Teaching of Literature and Language: We Speak the Same Culture, 29 April-1 May 2009, Gazi University, Ankara, Turkey, pp. 343-357.
  • Hernadi, P., & Steen, F. (1999). The tropical landscapes of proverbia: A crossdisciplinary travelogue. Style, 33(1), 1-20.
  • Hirsch, E. D., Kett, J. F., & Trefil, J. (2002). The new dictionary of cultural literacy. New York, NY: Houghton Mifflin.
  • Holden, M. H., & Warshaw, M. (1985). A bird in the hand and a bird in the bush: Using proverbs to teach skills and comprehension. The English Journal, 74(2), 63-67.
  • Irujo, S. (1986). Don’t put your leg in your mouth: Transfer in the acquisition of idioms in a second language. TESOL Quarterly, 20(2), 287-304.
  • Kaya, F. B., & Yilmaz, M. Y. (2018). The frequency of using idioms in writing for the students learning Turkish as a foreign language. Educational Research and Reviews, 13(16), 602-608.
  • Kemper, S. (1981). Comprehension and the interpretation of proverbs. Journal of Psycholinguistic Research, 10(2), 179-189.
  • Khan, Ö., & Can Daşkın, N. (2014). “You reap what you sow”- Idioms in materials designed by EFL teacher-trainees. Novitas-ROYAL (Research on Youth and Language, 8(2), 97-118.
  • Kızıldağ, A. (2009). Teaching English in Turkey: Dialogues with teachers about the challenges in public primary schools. International Electronic Journal of Elementary Education, 1(3), 188-201.
  • Kowbel, S. L. (2005). Every thesis has a silver lining: How proverbs are processed and understood (Unpublished doctoral dissertation). University of Calgary, Alberta. Retrieved from ProQuest Dissertations & Theses.
  • Lakoff, G., & Turner, M. (1989). More than cool reason: A field guide to poetic metaphor. Chicago: The University of Chicago Press.
  • Lazar, I. (2003). Introducing Mirrors and windows: An intercultural communication textbook. In I. Lazar (Ed.), Incorporating intercultural communicative competence in language teacher education (pp. 69-72). Kapfenberg: Council of Europe Publishing.
  • Liontas, J. I. (2002). Exploring second language learners’ notion of idiomaticity. System, 30, 289-313.
  • Litovkina, A. T. (2000). A proverb a day keeps boredom away. Pécs-Szekszárd: IPFKönyvek.
  • Litovkina, A. T., & Mieder, W. (2006). Old proverbs never die, they just diversify. Veszprem, Hungary: University of Veszprem Press.
  • Littlemore, J., & Low, G. (2006a). Figurative thinking and foreign language learning. New York, NY: Palgrave Macmillan.
  • Littlemore, J., & Low, G. (2006b). Metaphoric competence, second language learning, and communicative language ability. Applied Linguistics, 27(2), 268-294.
  • Lund, R. J. (1991). A comparison of second language listening and reading comprehension. The Modern Language Journal, 75(2), 196-204.
  • Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum.
  • McWilliam, N. (1997). Lexical meaning in the multilingual classroom: The word-weaving project. Language, Culture and Curriculum, 10(1), 14-29.
  • Mieder, W. (2004). Proverbs - A Handbook. Westport, CT; Greenwood Press.
  • Mieder, W. (2007). Proverbs as cultural units or items of folklore. In H. Burger, D. Dobrovol’skij, P. Kühn & N. R. Norrick (Eds.), Phraseology: An international handbook of contemporary research (pp. 394- 414). Berlin, Germany: Walter de Gruyter.
  • Mieder, W., & Holmes, D. (2000). Children and proverbs speak the truth. Burlington, Vermont: Queen City Printers.
  • Milner, G. (1971). The quartered shield: Outline of a semantic taxonomy. In E. Ardener (Ed.), Social anthropology and language, (pp. 243-269). London: Tavistock.
  • Nippold, M. A., Allen, M. M., & Kirsch, D. I. (2001). Proverb comprehension as a function of reading proficiency in preadolescents. Language, Speech, and Hearing Services in Schools, 32(2), 90-100.
  • Norrick, N. R. (1985). How proverbs mean: Semantic studies in English proverbs. Berlin: Mouton.
  • Norrick, N. R. (2007). Proverbs as set phrases. In H. Burger, D. Dobrovol’skij, P. Kühn & N. R. Norrick (Eds.), Phraseology: An international handbook of contemporary research (pp. 381-394). Berlin, Germany: Walter de Gruyter.
  • Nuessel, F. (2003). Proverbs and metaphoric language in second-language acquisition. In W. Mieder (Ed.), Cognition, comprehension and communication. A decade of North American proverb studies (pp. 395-412). Hohengehren: Schneider-Verlag.
  • Obeng, S. G. (1996). The proverb as a mitigating and politeness strategy in Akan discourse. Anthropological Linguistics, 38(3), 521-546.
  • O’Keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge: Cambridge University Press.
  • Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers’ perceived difficulties in implementing CLT in Turkey (Unpublished master’s thesis). University of Illinois, Illinois. Retrieved February, 23, 2011, from https://www.ideals.illinois.edu/handle/2142/16211
  • Prodromou, L. (2003). Idiomaticity and the non-native speaker. English Today 74, 19(2), 42-48.
  • Richmond, E. B. (1987). Utilizing proverbs as a focal point to cultural awareness and communicative competence: Illustrations from Africa. Foreign Language Annals, 20(3), 213-216.
  • Ridout, R., & Witting, C. (1969). English proverbs explained. Cavaye Place, London: Pan Books.
  • Schuman, H., & Presser, S. (1996). Questions and answers in attitude surveys: Experiments on question form, wording, and context. Thousand Oaks, CA: SAGE.
  • Searle, J. R. (1975). Indirect speech acts. Syntax and Semantics, 3, 59-82.
  • Sinclair, J. (1992). Shared knowledge, In Proceedings of the Georgetown University Roundtable in Linguistics and Pedagogy: The State of the Art (pp. 496-499).Georgetown, NW: Georgetown University Press.
  • Taylor, A. (1931). The Proverb. Cambridge, MA: Harvard University Press.
  • Temple, J. G., & Honeck, R. P. (1999). Proverb comprehension: The primacy of literal meaning. Journal of Psycholinguistic Research, 28(1), 41-70.
  • Thomas, A. (1987). Language teacher competence and language teacher education. In R. Bowers (Ed.), Language teacher education: An integrated programme for ELT teacher training (pp. 33-42). London: British Council, Modern English Publications.
  • Turkol, S. (2003). Proverb familiarity and interpretation in advanced non-native speakers of English (Unpublished master’s thesis). Southern Connecticut State University, Connecticut. Retrieved from ProQuest Dissertations & Theses. (AAT 1414311)
  • Turner, N. E. (1995). The role of literal meaning in proverb comprehension (Unpublished doctoral dissertation). The University of Western Ontario, London. Retrieved from ProQuest Dissertations & Theses. (AAT 0623)
  • Ulusoy Aranyosi, E. (2010). “Atasözü” neydi, ne oldu? [What was, and what now is, a “proverb”]. Milli folklor, 22(88), 5-15.
  • Vandergrift, L. (1999). Facilitating second language listening comprehension: acquiring successful strategies. ELT Journal, 53(3), 168-176.
  • Vanyushkina-Holt, N. (2005). Proverbial language and its role in acquiring a second language and culture (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations & Theses. (AAT 3319175)
  • Vulchanova, M., Vulchanov, V. & Stankova, M. (2011). “Idiom comprehension in the first language: a developmental study”. VIAL- Vigo International Journal of Applied Linguistics, 8, 207-234.
  • Wray, A. (2000). Formulaic sequences in second language teaching: Principle and practice. Applied Linguistics, 21(4), 463-489.
  • Yano, Y. (1998). Underlying metaphoric conceptualization of learning and intercultural communication. Intercultural Communication Studies, 2(2), 129-137.
  • Yıldırım, Ö. (2010). Washback effects of a high-stakes university entrance exam: Effects of the English section of the university entrance exam on future English language teachers in Turkey. The Asian EFL Journal Quarterly, 12(2), 92-116.
  • Yorio, C. A. (1980). Conventionalized language forms and the development of communicative competence. TESOL Quarterly, 14(4), 433-442.
  • Yurtbaşı, M. (n.d.). How to learn English through proverbs. İstanbul: Arion.
Year 2019, Volume: 5 Issue: 1, 57 - 88, 24.03.2019
https://doi.org/10.32601/ejal.543781

Abstract

References

  • Alexander, R. J. (1984). Fixed expressions in English: reference books and the teacher. ELT Journal, 38(2), 127-134.
  • Al-Issa, A. (2005). The role of English language culture in the Omani language education system: An ideological perspective. Language, Culture and Curriculum, 18(3), 258-270.
  • Alkaya, E. (2001). Tatar Türkçesindeki dil ve söz ile ilgili atasözleri üzerine bir değerlendirme. Fırat Üniversitesi Sosyal Bilimler Dergisi, 11(2), 55-76.
  • Arıkan, A., & Tekir, S. (2007). An analysis of English language teaching coursebooks by Turkish writers: "Let’s speak English 7" example. International Journal of Human Sciences, 4(2), 1-18.
  • Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
  • Bessmertnyi, A. (1994). Teaching cultural literacy to foreign-language students. English Teaching Forum, 32(4), 24-27.
  • Bulut, T., & Çelik-Yazıcı, İ. (2004). Idiom processing in L2: Through rose-colored glasses. The Reading Matrix, 4(2), 105-116.
  • Can, N. (2011). A proverb learned is a proverb earned: Future English teachers’ experiences of learning English proverbs in Anatolian Teacher Training High Schools in Turkey (Unpublished master’s thesis). Middle East Technical University, Ankara.
  • Charteris-Black, J. (1995). Proverbs in communication. Journal of Multilingual Multicultural Development, 16, 259-268.
  • Ciccarelli, A. (1996). Teaching culture through language: Suggestions for the Italian language class. Italica, 73(4), 563-576.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York, NY: Routledge.
  • Cooper, T. C. (1999). Processing of idioms by L2 learners of English. TESOL Quarterly, 33(2), 233-262.
  • Coşkun, A. (2011). Investigation of the application of communicative language teaching in the English language classroom: A case study on teachers’ attitudes in Turkey. Journal of Linguistics and Language Teaching, 2(1), 1-27.
  • Cruz, S. (1995). Actions speak louder than words: Understanding figurative proverbs (Unpublished doctoral dissertation). University of California, California. Retrieved from ProQuest Dissertations & Theses. (AAT 9538666)
  • Çakir, A. (2016). Raising awareness on the Turkish learners of English about the arbitrary nature of figurative expressions. European Journal of Multidisciplinary Studies, 1(2), 248-252.
  • Çakır, İ. (2010). The frequency of culture-specific elements in the ELT coursebooks at elementary schools in Turkey. Novitas-ROYAL (Research on Youth and Language), 4(2), 182-189.
  • D'Angelo, F. J. (1977). Some uses of proverbs. College Composition and Communication, 28(4), 365-369.
  • Dobrovol’skij, D., & Piirainen, E. (2005). Figurative language: Cross-cultural and cross-linguistic perspectives. Oxford: Elsevier.
  • Dörnyei, Z. (2003). Questionnaire in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Drew, P., & Holt, E. (1998). Figures of speech: Figurative expressions and the management of topic transition in conversation. Language and Society, 27, 495-522.
  • Driscoll, P., Earl, J., & Cable, C. (2013). The role and the nature of the cultural dimension in primary modern languages. Language, Culture and Curriculum, 26(2), 146-160.
  • Dundes, A. (1975). On the structure of the proverb. Proverbium, 25, 961-973. Eker, S. (2006). Çağdaş Türk dili. Ankara: Grafiker Yayınları.
  • Elkılıç, G. (2008). Turkish students’ understanding of transparent and opaque idioms in English in reading as well as in speaking. Journal of Language and Linguistic studies, 4(2), 27-41.
  • Ellis, N. C. (2008). Phraseology: The periphery and the heart of language. In F. Meunier & S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 1-15). Amsterdam: John Benjamins.
  • Foddy, W. (1993). Constructing questions for interviews and questionnaires: Theory and practice in social research. Cambridge: Cambridge University Press.
  • Göçmen, E., Göçmen, N., & Ünsal, A. (2012). The role of idiomatic expressions in teaching languages and cultures as part of a multilingual approach. Procedia-Social and Behavioral Sciences, 55, 239-247.
  • Gözpınar, H. (2014). Activities to promote the use of proverbs to develop foreign language skills. Modern Journal of Language Teaching Methods (MJLTM), 4(4), 107-112.
  • Granger, S., & Paquot, M. (2008). Disentangling the phraseological web. In S. Granger & F. Meunier (Eds.), Phraseology: An interdisciplinary perspective (pp. 27-51). Amsterdam: John Benjamins.
  • Hanzen, M. (2007). “When in Rome, do as the Romans do”: Proverbs as a part of EFL teaching. Högskolan För Larande Och Kommunikation (HLK), 36, 1-24.
  • Harnish, R. M. (1993). Communicating with proverbs. Communication and Cognition, 26(3/4), 265-290.
  • Hatipoğlu, Ç. (2009). Do we speak the same culture?: Evidence from university students in the Foreign Language Education Departments. Proceedings of the International Congress of Comparative Literature and the Teaching of Literature and Language: We Speak the Same Culture, 29 April-1 May 2009, Gazi University, Ankara, Turkey, pp. 343-357.
  • Hernadi, P., & Steen, F. (1999). The tropical landscapes of proverbia: A crossdisciplinary travelogue. Style, 33(1), 1-20.
  • Hirsch, E. D., Kett, J. F., & Trefil, J. (2002). The new dictionary of cultural literacy. New York, NY: Houghton Mifflin.
  • Holden, M. H., & Warshaw, M. (1985). A bird in the hand and a bird in the bush: Using proverbs to teach skills and comprehension. The English Journal, 74(2), 63-67.
  • Irujo, S. (1986). Don’t put your leg in your mouth: Transfer in the acquisition of idioms in a second language. TESOL Quarterly, 20(2), 287-304.
  • Kaya, F. B., & Yilmaz, M. Y. (2018). The frequency of using idioms in writing for the students learning Turkish as a foreign language. Educational Research and Reviews, 13(16), 602-608.
  • Kemper, S. (1981). Comprehension and the interpretation of proverbs. Journal of Psycholinguistic Research, 10(2), 179-189.
  • Khan, Ö., & Can Daşkın, N. (2014). “You reap what you sow”- Idioms in materials designed by EFL teacher-trainees. Novitas-ROYAL (Research on Youth and Language, 8(2), 97-118.
  • Kızıldağ, A. (2009). Teaching English in Turkey: Dialogues with teachers about the challenges in public primary schools. International Electronic Journal of Elementary Education, 1(3), 188-201.
  • Kowbel, S. L. (2005). Every thesis has a silver lining: How proverbs are processed and understood (Unpublished doctoral dissertation). University of Calgary, Alberta. Retrieved from ProQuest Dissertations & Theses.
  • Lakoff, G., & Turner, M. (1989). More than cool reason: A field guide to poetic metaphor. Chicago: The University of Chicago Press.
  • Lazar, I. (2003). Introducing Mirrors and windows: An intercultural communication textbook. In I. Lazar (Ed.), Incorporating intercultural communicative competence in language teacher education (pp. 69-72). Kapfenberg: Council of Europe Publishing.
  • Liontas, J. I. (2002). Exploring second language learners’ notion of idiomaticity. System, 30, 289-313.
  • Litovkina, A. T. (2000). A proverb a day keeps boredom away. Pécs-Szekszárd: IPFKönyvek.
  • Litovkina, A. T., & Mieder, W. (2006). Old proverbs never die, they just diversify. Veszprem, Hungary: University of Veszprem Press.
  • Littlemore, J., & Low, G. (2006a). Figurative thinking and foreign language learning. New York, NY: Palgrave Macmillan.
  • Littlemore, J., & Low, G. (2006b). Metaphoric competence, second language learning, and communicative language ability. Applied Linguistics, 27(2), 268-294.
  • Lund, R. J. (1991). A comparison of second language listening and reading comprehension. The Modern Language Journal, 75(2), 196-204.
  • Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum.
  • McWilliam, N. (1997). Lexical meaning in the multilingual classroom: The word-weaving project. Language, Culture and Curriculum, 10(1), 14-29.
  • Mieder, W. (2004). Proverbs - A Handbook. Westport, CT; Greenwood Press.
  • Mieder, W. (2007). Proverbs as cultural units or items of folklore. In H. Burger, D. Dobrovol’skij, P. Kühn & N. R. Norrick (Eds.), Phraseology: An international handbook of contemporary research (pp. 394- 414). Berlin, Germany: Walter de Gruyter.
  • Mieder, W., & Holmes, D. (2000). Children and proverbs speak the truth. Burlington, Vermont: Queen City Printers.
  • Milner, G. (1971). The quartered shield: Outline of a semantic taxonomy. In E. Ardener (Ed.), Social anthropology and language, (pp. 243-269). London: Tavistock.
  • Nippold, M. A., Allen, M. M., & Kirsch, D. I. (2001). Proverb comprehension as a function of reading proficiency in preadolescents. Language, Speech, and Hearing Services in Schools, 32(2), 90-100.
  • Norrick, N. R. (1985). How proverbs mean: Semantic studies in English proverbs. Berlin: Mouton.
  • Norrick, N. R. (2007). Proverbs as set phrases. In H. Burger, D. Dobrovol’skij, P. Kühn & N. R. Norrick (Eds.), Phraseology: An international handbook of contemporary research (pp. 381-394). Berlin, Germany: Walter de Gruyter.
  • Nuessel, F. (2003). Proverbs and metaphoric language in second-language acquisition. In W. Mieder (Ed.), Cognition, comprehension and communication. A decade of North American proverb studies (pp. 395-412). Hohengehren: Schneider-Verlag.
  • Obeng, S. G. (1996). The proverb as a mitigating and politeness strategy in Akan discourse. Anthropological Linguistics, 38(3), 521-546.
  • O’Keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge: Cambridge University Press.
  • Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers’ perceived difficulties in implementing CLT in Turkey (Unpublished master’s thesis). University of Illinois, Illinois. Retrieved February, 23, 2011, from https://www.ideals.illinois.edu/handle/2142/16211
  • Prodromou, L. (2003). Idiomaticity and the non-native speaker. English Today 74, 19(2), 42-48.
  • Richmond, E. B. (1987). Utilizing proverbs as a focal point to cultural awareness and communicative competence: Illustrations from Africa. Foreign Language Annals, 20(3), 213-216.
  • Ridout, R., & Witting, C. (1969). English proverbs explained. Cavaye Place, London: Pan Books.
  • Schuman, H., & Presser, S. (1996). Questions and answers in attitude surveys: Experiments on question form, wording, and context. Thousand Oaks, CA: SAGE.
  • Searle, J. R. (1975). Indirect speech acts. Syntax and Semantics, 3, 59-82.
  • Sinclair, J. (1992). Shared knowledge, In Proceedings of the Georgetown University Roundtable in Linguistics and Pedagogy: The State of the Art (pp. 496-499).Georgetown, NW: Georgetown University Press.
  • Taylor, A. (1931). The Proverb. Cambridge, MA: Harvard University Press.
  • Temple, J. G., & Honeck, R. P. (1999). Proverb comprehension: The primacy of literal meaning. Journal of Psycholinguistic Research, 28(1), 41-70.
  • Thomas, A. (1987). Language teacher competence and language teacher education. In R. Bowers (Ed.), Language teacher education: An integrated programme for ELT teacher training (pp. 33-42). London: British Council, Modern English Publications.
  • Turkol, S. (2003). Proverb familiarity and interpretation in advanced non-native speakers of English (Unpublished master’s thesis). Southern Connecticut State University, Connecticut. Retrieved from ProQuest Dissertations & Theses. (AAT 1414311)
  • Turner, N. E. (1995). The role of literal meaning in proverb comprehension (Unpublished doctoral dissertation). The University of Western Ontario, London. Retrieved from ProQuest Dissertations & Theses. (AAT 0623)
  • Ulusoy Aranyosi, E. (2010). “Atasözü” neydi, ne oldu? [What was, and what now is, a “proverb”]. Milli folklor, 22(88), 5-15.
  • Vandergrift, L. (1999). Facilitating second language listening comprehension: acquiring successful strategies. ELT Journal, 53(3), 168-176.
  • Vanyushkina-Holt, N. (2005). Proverbial language and its role in acquiring a second language and culture (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations & Theses. (AAT 3319175)
  • Vulchanova, M., Vulchanov, V. & Stankova, M. (2011). “Idiom comprehension in the first language: a developmental study”. VIAL- Vigo International Journal of Applied Linguistics, 8, 207-234.
  • Wray, A. (2000). Formulaic sequences in second language teaching: Principle and practice. Applied Linguistics, 21(4), 463-489.
  • Yano, Y. (1998). Underlying metaphoric conceptualization of learning and intercultural communication. Intercultural Communication Studies, 2(2), 129-137.
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There are 81 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section Articles
Authors

Nilüfer Can Daşkın 0000-0002-7738-0481

Çiler Hatipoğlu

Publication Date March 24, 2019
Published in Issue Year 2019 Volume: 5 Issue: 1

Cite

APA Can Daşkın, N., & Hatipoğlu, Ç. (2019). A Proverb Learned is a Proverb Earned: Proverb Instruction in EFL Classrooms. Eurasian Journal of Applied Linguistics, 5(1), 57-88. https://doi.org/10.32601/ejal.543781