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Yarmouk University

Faculty of Education

Department of Curriculum and Instruction

The Fourth Assignment

A Content Analysis of English Idioms Indicated in Action Pack 12 in Light of Inclusion and Distribution Criterion

Submitted to

Prof. Oqlah Smadi

Prepared by

Maysaa Issa Al.Shabatat

2011/2012

Introduction

According to Fowler (1996), an idiom is a phrase where words as a group differ in meaning from the meanings of the individual words. This makes idioms difficult to understand especially to those learning the language. Idioms have a literal meaning, which is applicable to situations that require such an interpretation. They do not always follow normal rules of the language. For instance, "To sit on the fence" can literally mean that one is sitting on a fence during a game. On the other hand, the idiomatic meaning is that one is not making a clear choice regarding some issue. E.g., the politician sat on the fence, and he would not give his opinion on the tax issue.

Niergarth (2007) said that many idioms share similar expressions in the native language of the student and is easy for them to understand. Others come from days long gone and its meaning had changed. For example, "To hold one's horses," means to stop and wait patiently for someone or something. It came from a time when people rode horses and would have to hold their horses while waiting for someone or something. For example, "Hold your horses," I said when my friend started to leave the store.

Gillett (2004) gave an example, “it-is-a-piece-of-cake" Idiom is a cluster of words or phrases that have meanings peculiar to that language. For example, “learning English with us will be a piece of cake - one cannot take the literal meaning but its idiomatic sense - meaning "easy" .

Purpose and Questions of this Paper

This paper investigates the extent in which Action Pack 12 uses English idioms. In addition, this paper checks their distribution in the Modules under analysis.

The following questions are addressed to guide the analysis process:

1- To what extent do Modules of Action Pack 12 include English idioms?

2- To what extent English idioms are distributed in the Modules under analysis.

Unit of the Analysis

The unit of analysis is English idiom in Modules of Action Pack 12.

Criterion of the Analysis

The criterion of inclusion is used to trace if English idioms are included in the Modules under analysis. The distribution criterion is used to trace if English idioms distribute sufficiently in Modules under analysis of Action Pack 12

Analysis Categories

The categories in the content analysis are English idioms which are divided to music idioms, colour idioms and idioms with and which are included in Modules of Action Pack 12. These are be analyzed.

Findings and Discussion

Table 1 presents frequencies and percentages of English idioms that are included and distributed in Modules under analysis of Action Pack 12. The results are presented by addressing each question separately followed by a table that represents the findings related to each question.

Question 1: To what extent do Modules of Action Pack 12 include English idioms?

Table 1: Frequencies and percentages of English idioms in Modules under analysis.

|Percentage |Frequency |Categories of English idioms |Units |

| | | | |

|40% |6 |Colour idioms |Module 1 |

| | | | |

|0% |0 |None |Module 2 |

| | | | |

| | | | |

|60% |9 |Music idioms and Idioms with and |Module 3 |

| | | | |

|0% |0 |None |Module 4 |

| | | | |

| | | | |

|100% |15 | |Total |

Table 1 shows that Modules under analysis in Action Pack 12 include insufficient percentages of English idioms according to Table 1 that indicates music idioms, idioms with and, and colour idioms which the textbook focuses on three categories and neglect other English idioms categories. Therefore, It is vey important to know that native speakers of a language use idioms all the time. Students are often embarrassed and frustrated if they cannot understand the idioms a person is using.

Table 1 presents that the total number of English idioms in Modules under analysis of Action Pack 12 are 15, and their frequencies range between 0 -15 with percentages that range between 0% and 60%. Modules two and four got lower percentages and frequencies (0 and 0%) The music idioms and idioms with and, which got a higher percentages and frequencies in Module 3(11 and 60%). Therefore, colour idioms in Module 1 receive a moderate frequency and percentage since their numbers were (6 and 40%).

The results show significant difference between these frequencies and percentages. In the opinion of the researcher, it is illogical to vary the idioms in that way. Moreover, the categories of English idioms have more than thirty- three categories according to . The researcher found that Action Pack 12 includes 15 English idioms, which are available only in the units 3, 8 and 9. Hence, she suggested including more English idioms especially this textbook is taught to 12 grade students who will be at university after graduated. Thus, a strong knowledge of idioms will help students be better speakers. The high number of idioms and their high frequency in conversation is an important aspect of vocabulary learning in real life situations.

As mentioned above, Modules two and four of Action Pack 12 lack idioms while Modules two and three use many idioms from specific categories.

For example, Module One has colour idioms on page 24 in Colour Idioms Activity. It is required that students replace and underline phrases in the given sentences with the correct form of the colour idioms.

E.g., they have said yes to building of a new incinerator.

The underlined phrase "said yes" must be replaced with a colour idiom from the given list. After replacement, the sentence should read:

- They have been given the green light to build a new incinerator.

For Activity 2 in the same page, there are two discussion questions just for two colour idioms in the given list although there are four other choices did not discuss. The opinion of the researcher is that these activities are not enough to guide students to a total comprehension of these idioms. The researcher has been a teacher for Tawjihi grade in Jordanian public schools for three years. She had concluded that English idioms presented in this textbook for rote learning. Thus, students cannot apply them in other context. She suggested that these idioms should be presented contextually for easier learning and understanding. When learning English idioms, one must take the textbook out into the real world.

Scott and Ytreberg (2000) stated that the English language could be considered in having two components: "Textbook English" and "Natural English." Textbook English is written as in sentences composing of words devoid of idioms and strictly adhering to the rules of English grammar and must be complete in all respect. Natural English, on the other hand, allows liberal use of slang, jargon, and idioms, lending a colorful hue to the language. Natural English is spoken at an informal level, and usage of idioms gives it a natural, conversational, and creative feel. Therefore, to speak English fluently, like a native speaker, it is important that English idioms must be understood.

Another example is in Module three, page 58, idioms “with-and” in Activity 2. Students are asked to complete given sentences with idioms from the list from a choice of five: “pick and choose”; “far and wide”; “hustle and bustle”; “odds and ends and nearest and dearest”.

E.g., People come ____ to see the castle in the centre of Karak. The correct answer is "far and wide."

It is expected that students know the meanings of these idioms by applying them in sentences. Those seemed illogical to students when presented to them for the first time, it is important to indicate their meanings by using examples. Researcher is suggested that a brief introduction for the use of these idioms is presented first to enable students in understanding them before asking students to apply in other contexts and use them regularly in writing.

Lastly, in Module three, Unit 9 on page 64, music idioms are presented in Activity 3 to match the underlined music idioms in the given sentences with their meanings:

E.g., Omar said he was going to buy a Porsche but he changed his tune when he discovered the price.

In addition, this Activity provides four meanings for the sentences that students supposed to choose the appropriate answer that give the same meaning. In this case, the correct meaning is "change one's mind." The benefit in this activity is that with supported meanings of these idioms, students can understand its meaning easier and able to it in other situations.

Although dialogue is lacking, it also can provide situations in which students are offered an environment to practice ordinary conversation with each other. In addition, putting student into pairs for the role-play in daily dialogues is an effective way to practice their conversation suitable for various ages and levels. Nunan (2003) stressed that role-plays are also excellent activities for those to speak in the relative safe environment of the classroom before venturing into the real world. Therefore, dialogues offer students opportunities to act out and practice their oral skills.

We suggest dialogues and roles play because students do not know how to use idioms. After all, they have not been exposed to idioms. According to my teaching experience, I had found that students did not have the knowledge of idioms, and how they are used. Teachers are supposed to guide students in using idioms to improve their oral skills, and at the same time, increase their vocabulary. The first step is to present common and useful one with clear-cut examples. The second step is to create a dialogue with them so that students can analyze the correct usage and apply them in real situations. Thirdly, questions, and exercises are developed to aid students how to speak and write properly with them. Once more, the teacher should be around to answer any question from the students. Finally, the teacher must assign homework; students can choose their favorite idioms they learnt in class and work in groups of three. They are to present different context in which the idioms are used. After the students upon guidance from the teacher correct any mistakes, they are to present their homework in class. Other groups will then have the opportunity for comment.

Question 2: To what extent English idioms are distributed in the Modules under analysis.

Table 1 shows that Modules under analysis of Action Pack 12 include insufficient distribution percentages of English idioms according to Table 1 that is indicated music idioms, idioms with and, colour idioms and none. These results, at the first glance, give the impression that the appearance of English idioms is insufficient since their numbers were range from (0% to 60%). Moreover, on a closer look on the frequencies of English idioms that appeared in each Module alone; researcher notices that Modules two and four lacks idioms. On the other hand, the distribution of other idioms is located in Module three.

The textbook was reviewed and she was discovered that English idioms occurred only in Modules one and three. Furthermore, in each of these Modules that have idioms, its was only mentioned once at most twice. The distribution is clustered. Even distribution in the textbook would help students be familiar with them and thus to understand their meaning better.

Inference

This paper analyzed English idioms that relate to Action Pack 12. Researcher agrees that most activities planned in the textbook can influence the practical use of idioms. I propose that Modules of the textbook should incorporate the suggestions made in this paper to help students improve their communicative skill. It may be a challenge to both students and teachers to include use of Idioms in all lessons but in the end, it will be a benefit to all.

The researcher concluded that the English idioms in Action Pack 12 insufficiently distributed in the Modules. Besides that, the inclusion of these idioms was insufficient either. Finally, English teachers must be aware of the importance and advantages of using idioms and integrate this issue in the development of the four language skills in English.

On the other hand, lack of idioms will have an academic impact on the overall performance of the student. It is necessary for teachers and students to deal with idioms in a suitable environment.

Resources

Flowler, H.(1996).Dictionary of Modern English Usage: Oxford press

London

Gillett, A. (2004). Speak English like an American. Learn the idioms and expressions that will help you speak like a native: Language Success Press.

Niergarth, E. (2007). The Idiom book 1010 idioms: Pro Lingua Associates.

Nunan, D. (2003). Practical English Language Teaching: New York, McGraw Hill.

Scott, W, and Ytreberg, L. (2000). Teaching English to Children: New York: Longman.



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