English idioms and their Russian equivalents - Английский язык - Дипломные работы

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English idioms and their Russian equivalents

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CONTENT: INTRODUCTION…………………………………………………………………2 Chapter I . Notion of idioms in language ……………………………………………………………….... 7 1.1 Classification of Idioms……………………………………………………….11 1.2 Synonyms Statements and Emphasis……………………………………....19 Chapter 2 . The Development of Students Language Awareness on the Base of Using Idioms in Classes………………………………………………………….2 2 2.1 The difficulties of Translation Idioms………………………………………...2 5 2.2 Indices for Interpretation and Pedagogical implications……………………………………………………... 30 CONCLUSION…………………………………………………………………...49 BIBLIOGRAPHY………………………………………………………………...50 INTRODUCTION 1

The actuality of the work “Without past there is no future” Islam Karimov repeats these words in order to remind us about the importance of learning history, literature which was written by geniuses of the past. A person who knows history and literature of his own country enriches his or her inner world, learns to value his country and its in heritance, acquires deep knowledge and establishes moral principals in his or her life. “One of the aim of our independent republic is bringing up a healthy generation- healthy not only physically but mentally, with strong will educated brave and strong high moral principles” 1 . That is why there have been creating conditions for spiritual development of the citizens of Uzbekistan, maintaining heritance of our ancestors and values. Recently in our c

all stages of the education system, the quality of education and training, as well as the growing needs of the public; Preparing scientific-pedagogical personnel, to produce highly qualified translators, scientific-research works in the country, engaged in the training and retraining of specialists in the field, as well as the areas of preparing research and teaching materials. The decree of our president gives much possibility to linguists for implementing various researches in the field of FL. Idiom is a phrase or expression whose total meaning differs from the meaning of the individual words. For example, to blow one’s top (get angry) and behind the eight ball (in trouble) are English- language idioms. Idioms come from language and generally cannot be translated literally (word for word

But life went on, and people wanted to communicate (they wanted to be good neighbours in those times, too) and — take it or leave it — they had to interpret and had to translate. But still their translations were not without shortcomings and even left much to be desired. And now, while the British scientist Theodore Savory says, in an effort to convince his colleagues, that "...both in the original and in translation, the matter is more important than the manner," 4 the noted Russian writer Korney Chukovsky records: "The translator's aspiration for achieving semantic and stylistic identity of translation and the original is a lasting gain of our culture." 5 An interpreter may say that translation is a bridge for mutual understanding among nations and that one has to kno

Idioms come to be a very numerous part of English. Idioms cover a lot of drawbacks of the English language and it is one-third part of the colloquial speech. The object of the work is the process of developing language guessing skills. The subject of the work is idioms in English and Russian languages. The hypothesis of the work is as following: If we develop students’ awareness of using idiomatic sentences, we are sure to bring them closer to the authentically sounding speech. The objective of the work is an attempt to study all the aspects of idioms, the cases of their usage and to analyze the frequency of idioms usage referring to English and Russian. To achieve the set aim we determine the following tasks: 1. to classify idioms; 2. to study the problem of the translation of idioms; 3.

The practical value consists in the fact that the present work is a valuable manual for specialists concerned with teaching English and can be used as a teaching guide for stirring up idiomatic sentences. The results of the investigation are aimed at raising the quality of translations and preventing mistakes in comprehension. Some parts of this qualification work have been used at the English language lessons at Gulistan State University as a means of raising students’ interest and developing investigation skills. Structurally the presented work consists of: Introduction, two chapters, conclusion, bibliography. The introduction reveals the general survey of the whole work and determines idioms as an essential part of the general vocabulary. The first chapter deals with semantic and stylis

Chapter 1. Notions of idioms in language. Idiom is a phrase or expression whose total meaning differs from the meaning of the individual words. For example, to blow one’s top (get angry) and behind the eight ball (in trouble) are English- language idioms. Idioms come from language and generally cannot be translated literally (word for word). Foreign language students must learn them just as they would learn vocabulary words. It is generally accepted that interpreters did not know much about the laws and rules of translation at the dawn of civilization. They did not have enough scientific knowledge, and some writers maintained later that translation was a problem which could never be solved (e.g., "All translation seems to me to be simply an attempt to solve an insoluble problem." W

And now, while the British scientist Theodore Savory says, in an effort to convince his colleagues, that "...both in the original and in translation, the matter is more important than the manner," 7 the noted Russian writer Korney Chukovsky records: "The translator's aspiration for achieving semantic and stylistic identity of translation and the original is a lasting gain of our culture." 8 An interpreter may say that translation is a bridge for mutual understanding among nations and that one has to know the laws and rules of engineering as well as to have the proper material for its construction at hand. The theme of the present work is “English idioms and their Russian equivalents”. Nowadays English is worth not just knowing, but it is worth really knowing. There is a

The object of the work is the process of developing language guessing skills. The subject of the work is idioms in English and Russian languages. The hypothesis of the work is as following: If we develop students’ awareness of using idiomatic sentences, we are sure to bring them closer to the authentically sounding speech. The objective of the work is an attempt to study all the aspects of idioms, the cases of their usage and to analyze the frequency of idioms usage referring to English and Russian. To achieve the set aim we determine the following tasks: 6. to classify idioms; 7. to study the problem of the translation of idioms; 8. to understand the aim of the modern usage of idioms; 9. to distinguish different kinds of idioms; 10. to analyze the frequency of idioms' usage referring

The practical value consists in the fact that the present work is a valuable manual for specialists concerned with teaching English and can be used as a teaching guide for stirring up idiomatic sentences. The results of the investigation are aimed at raising the quality of translations and preventing mistakes in comprehension. Translators are faced with formidable problems. Many writers and poets thought it necessary to voice their opinion of how one should approach proverbs. V. A. Zhukovsky 9 stressed that translators "should produce the effect of the original." Not a few writers likewise opposed literal, word-for-word translations of proverbs (and we know this to be true), the question however remains: how should they be translated? V. G. Belinsky said that "the internal life

An analysis of translators' work shows that we may have the following means at our disposal in order to overcome these difficulties and to ensure the figurativeness of our translation: (1) use of rhymed and/or rhythmically arranged metaphors, (2) use of English phrases, proverbs and their components as a basis of one's translation, (3) utilization of the structures of English proverbs, (4) use of innovation as a means of adequacy, (5) use of colloquialisms and special introductions , etc. It is the со mplex use of these means which could guarantee the desired result. 1.1 Classification of Idioms Idioms and fixed expressions. Idioms are fixed expressions that are usually not clear or obvious. The expression to feel under the weather, which means to feel unwell is a typical idiom. Th

This tin - opener has seen better days. (it is rather old and broken down; usually of Things, always perfect tense form). Idioms are usually rather informal and include an element of personal comment on the situation. They are sometimes humorous or ironic. As with any informal “commenting” word. That’s why we must be careful using them. It’s not a good idea to use them just to sound “fluent” or “good at English’. In a formal situation we can’t say: “How do you do, Mrs Watson. Do take the weight off your feet. ” (sit down) instead of “Do sit down” or “Have a seat”. It is important to know that their grammar is flexible. Some are more fixed than others. For instance, Barking up the wrong tree (be mistaken) is always used in continuous, not simple form, e.g. I think you’ re Barking up the wro

Stock of words of the language Separate words Set expressions Phraseological fusions To make up one’s mind To make friends Phraseological unities He plays with fire She burst into tears Phraseological collocations From head to foot To get on like a house on fire 13

Phraseological fusions 15 are completely non - motivated word - groups, such as heavy father – “serious or solemn part in a theatrical play”, kick the bucket – “die”; and the like. The meaning of the components has no connection whatsoever, at least synchronically, with the meaning of the whole group. Idiomaticity is, as a rule, combined with complete stability of the lexical components and the grammatical structure of the fusion. Phraseological fusions are called “traditional”, “set expression with fixed nomination”, “combinations”, ”set expression” in works of other researchers. Phraseological unities 16 are partially non - motivated as their meaning can usually be perceived through the metaphoric meaning of the whole phraseological unit. For example, to show one’ s teeth, to wash one’ s

Different ways of grouping idioms. I’ve found some more more or less convenient ways of grouping the idioms. Classification of phraseological units according to their structure. There are two groups of idioms: nominal a black sheep (of the family) [shame of the family], and verbal to take risks (to risk) as I’ve already told you. As one can see on the diagram, there are more verbal idioms, approximately 65 percents, than nominal ones. In both groups there turns out to be too many idioms, therefore such way is difficult for remembering. Academician V. V. Vinogradov’s classification. There are three groups of idioms according to this classification. The problem is the same as in the previous case. It’s not easy to remember all of these phraseological units. Classification of phraseological

Conversation - building expressions – these are some common expressions that help to modify or organize what we are saying. There are many expressions like these. For example: as I was saying (it takes the conversation back to an earlier point). Some everyday expressions can be grouped around key words. The preposition “in” for example, occurs in several expressions: in fact (really), in practice (actually). Common expressions for modifying statements are also a part of this group. For example: as far as I’m concerned (from my point of view). As... as... similes and expressions with ’like’ are easy to understand. If you see the phrase as dead as a doornail, you Don’ T need to know what a doornail is, simply that the whole phrase means “totally dead”. But it’s important to remember that fix

Idioms connected with positive and negative qualities, for example: His fingers are all thumbs (he’s clumsy) or She has iron nerves (she’s composed). How people relate to the social norm, for example: I think Mary has a secret to hide (She keeps something from us). I have divided idioms describing feelings or mood into three sub - groups. They are positive and negative feelings, moods and states. For example: to get on someone’s nerves (to exasperate), to have a horror of (to disgust), to be as happy as the day is long (extremely content). Physical feelings and states. For example: to burst into tears (to cry). And people’s fear or fright. For example: She was scared stiff, (very scared). Next group is idioms connected with problematic situations. The first sub - group is problems and diff

The background and etymological origins of most idioms is at best obscure. This is the reason why a study of differences between the idioms of American and British English is somewhat difficult. But it also makes the cases, where background, etymology and history are known, even more interesting. Some idioms of the "worldwide English" have first been seen in the works of writers like Shakespeare, Sir Walter Scott, Lewis Carroll or even in the paperbacks of contemporary novelists 20 . An example of Shakespearian quotation can be found in the following sentence: "As a social worker, you certainly see the seamy side of life." Biblical references are also the source of many idioms. Sports terms, technical terms, legal terms, military slang and even nautical expressions have fou

In the old days English idioms rarely originated from any other form of English than British English. (French was also a popular source of idioms.) Nowadays American English is in this position. It is hard to find an American English idiom that has not established itself in "worldwide English" (usually British English). This is not the case with British English idioms which are not as widespread. It has to be remembered that it is hard to say which idioms are actively used in English and which are dying out or have already died. Idioms are constantly dying and new-ones are born. Some idioms may have gone through radical changes in meaning. The phrase - There is no love lost between them - nowadays means that some people dislike one another. Originally, when there was only the Briti

"Paddle one's own canoe." (This is an American English idiom of the late 18th Century and early 19th Century.) Some of these early American idioms and expressions were derived from the speech of the American natives like the phrase that "someone speaks with a forked tongue" and the "happy hunting ground" above. These idioms have filtered to British English through centuries through books, newspapers and most recently through powerful mediums like radio, TV and movies. Where was the turning point? When did American culture take the leading role and start shaping the English language and especially idiomatic expressions? There is a lot of argument on this subject. Most claim that the real turning point was the Second World War. This could be the case. During the W

How then does American English differ from British English in the use of idioms? There are no radical differences in actual use. The main differences are in the situations where idiomatic expressions are used. American English adopts and creates new idioms at a much faster rate compared to British English. Also the idioms of American English origin tend to spread faster and further. After it has first been established in the U.S., an American idiom may soon be found in other "variants" and dialects of English. Nowadays new British idioms tend to stay on the British Isles and are rarely encountered in the U.S. British idioms are actually more familiar to other Europeans or to the people of the British Commonwealth than to Americans, even though the language is same. The reason for a

However, in the following extract, the man in love seems to believe t hat his nervous strain has a permanent nature though his friends who think the opposite advise him that he rather 'pull himself together' and not 'take himself in hand': ..."I can't help my feelings," he said, "my love is stronger than my will." Sergei Andreyevich and I naturally advised him to pull him- Self together—but he wouldn't listen. He said his control centers had snapped! How d'you like that? ( b ) fear or other emotions usually means 'to hold (or: keep) oneself in hand'. However, we must admit that this expression does not point to the amount of will power or, say, extreme efforts taken by the person in question for keeping control of himself. But precisely t

( а ) " yuzaki qaramoq " and 'to turn a blind eye (to smth.)' may perform one and the same function of 'ignoring on purpose', (b) The function of 'pretending not to see smth. embarrassing or ;ht with danger' may be expressed by both " yuzaki qaramoq " and 'to shut one's eyes (to smth.)'. (c) When a person who " ko`z yummoq " is criticized for it because he is believed 'to be irresponsible enough to overlook someone’s grave misconduct', one can say that the irresponsible person simply ‘turned a blind eye (to it)', which is, in fact, negative attitude in criticism in. (d) The phrases " yuzaki qaramoq” and 'to look through one's fingers' (or. 'to wink at smth.') may be used in the function of '

The Russian language has a tendency of not letting a thought be expressed somewhat partially, for it hates preservations and hints. It prefers to dot the "i's" and cross the "i's". For instance, an Uzbek speaker would seldom use an idiom (e.g., " sovuqdan qaltirab ketyapman ") without adding anything more specific (e.g., " sovuq qotdim") which is to explain what the speaker exactly means. If, on the other hand, the Uzbek speaker says " sovuq qotdim ", he is often inclined to add " sovuqdan qaltirab ketyapman " in order to draw the listener's attention to the significance of the fact. The English language, on the contrary, has quite an opposite tendency. Just see the following example: "Evidently," Mason said, "your det

This paper offers some suggestions (including sample exercises) for the teaching of idiomatic language. First, the relation between non-idiomatic and erroneous language in foreign language learning is examined, and it is concluded that non-idiomatic sentences do not so much break categorical rules as venture into the grey area of weak combinatorial probabilities between linguistic items. Idiomaticity is thus seen as a scale, but less idiomatic is not necessarily to be equated with less acceptable, since both conventionalised and original language have their place in discourse. Crucial is the issue of appropriateness in context. Full-blown idioms represent firm collocations whose meaning is conventionalised and metaphorical. Where this meaning takes on an aphoristic quality we have proverbs

This has important pedagogical implications. Bartlett 23 (1932) established in a whole series of experiments in which subjects were presented with incomplete or inconclusive drawings or narratives that subjects sought to impose meaning on the item by fitting it into their own meaning structures. Thus, stories which contained references to unfamiliar cultural practices were modified in memory so as to fit in with subjects' own cultural expectations. Bartlett called this essential characteristic of human cognitive processing "effort after meaning". The very fact that idiomatic language and proverbs are so semantically opaque makes them excellently suited to a problem-solving approach in teaching which can exploit learners' innate cognitive drive to make sense out of their en

Task: 1) Try to work out the meaning of these idioms. 2) Do you have idioms in your language which have the same meaning as some of these? a storm in a teacup to have your heart in your mouth to have a bone to pick with someone to cut off your nose to spite your face to drink like a fish to kill two birds with one stone to be like a cat on hot bricks to make a mountain out of a molehill to pull someone's leg once bitten twice shy Comment: This exercise should be done in groups. The teacher should first make sure that the literal meaning of each lexical item is known to the class. (Dictionaries should not be used). Otherwise students are not in a position to employ inferencing strategies. Often L1 idioms will help students to arrive at the solution. Sometimes there will be false friends

For less advanced classes the task can be facilitated by means of line drawings of the idioms' underlying metaphor which students first have to match to the appropriate idiom. Next, they may match idiom and drawing to a jumbled list of definitions which the teacher has prepared. 2.1 The Difficulties of Translation Idioms Some say, translation is art based on knowledge. Of course, an interpreter must have a good knowledge of the idioms of the two languages as well as take decisions to the best of his (her) knowledge and taste. Suppose one has to interpret the idiom " метать громы и молнии ( в чей - л . адрес )" which is rather frequently used in the Russian press. The interpreter who wants to make his translation idiomatic has to look up a dictionary of Russian idioms to be sure

(1) " быть в страшном гневе " may be expressed by 'to be beside oneself with rage' or 'to go up into the air' (i.e. explode with rage) or 'to fly off the handle' (which may, sometimes, correspond to the Russian " он словно с цепи сорвался "); (2) " выкрикивать бранные слова " can be idiomatically expressed by 'to jump down smb.'s throat' (i.e. shout angry words at smb. though (3) it is needless and/or unwise to do) or by 'to go off the deep end' (i.e. speak with unduly anger). However, the resulting combination of an idiom of 'rage' and of that 'of needless shouting' appears to be too long in time to suit interpretation purposes, e.g., 'Beside herself with rage, she was jumping down his throat' or e

(3) or by a selected synonym (" метать громы и молнии " might, depending on a context, be translated either as 'to jump down smb.'s throat' or 'to go off the deep end' or 'to go up into the air', etc., etc., etc.), (4) or metaphorically (" метать громы и молнии "- ‘t о hurl thunder bolts at smb.'), (5) or, the last and the least, by a description (" встречать что - либо в штыки "- ‘t о give smth. a hostile reception' or 'to meet smth. With resistance', or the like). It is only natural that this very classification 24 (as any other) can and does show the result of the translation, whereas the process of translation is really quite different. The choice of a particular type of translation is secondary and subordinate to the

We see that, firstly, the phrase " разводить руками " can be taken for a free word- combination and it would be an error, to do so. Secondly, I he idiom is in common with the language of gestures. And " Он развел руками " is often translated as 'He shrugged his shoulders', for the Russian gesture is rarely employed in the English 'language of gestures'. And, thirdly, it is common knowledge that this and any gesture can mean different things and, thus, is to be understood accordingly. For instance, one may shrug one's shoulders as a sign of regret, astonishment, lack of understanding or information. And this is why this Russian phrase sometimes complicates the translators' life, and one would especially appreciate knowing that this phrase is frequentl

Но увы! и у него была ахиллесова пята, и он имел слабости... Подсохин любил писать. (И. Ламечников) But alas! He had the Achilles' heel, too. Yes, he also had his own weakness... Podsokhin was fond of writing. метать громы и молнии The phrase " метать громы и молнии " exists only as an idiom but its happens to be misleading. This phrase does not necessarily mean 'to frighten smb.' as one might wrongly guess. It means 'to be furious at smb.' One can try and select a synonym (like 'to go off the deep end about smth.') out of the group of English synonyms but... the Russian context may oppose it, for these English phrases may turn out to be too colloquial to be used, say, in the translation of a newspaper text. It seems, therefore, that in most of the cases

2.2 Indices for Interpretation and Pedagogical implication Indices for interpretation: meaning and usage. Image as selected designation. Beware translating designations. In physics, mathematics and other exact sciences, two or more phenomena are considered equivalent when they have authentic indices, that is, when all their indices coincide. Idiomatic phrases have four main indices to their equivalency which are, to us, indi се s for interpretation ( переводческие показатели ). They are: meaning (mng), conditions of usage (use), emotive overtones (o-t) and style (sty). 33

You can see that meaning, as an index for interpretation, describes the essence of the action (or event) whereas usage shows the conditions under which a given idiom may be used altogether, that is, the forms of the action, its aims, etc. For instance, in the phrase 'to pull the wool over smb.'s eyes' (mng: to deceive, to fool; use: when a person wants to do it by not letting smb. know smth.) the obligatory condition under which the phrase may be altogether used by a speaker, is 'by not letting smb. know smth.' (the form of the action). If one takes, say, a number of synonyms (e.g., 'to throw dust in smb.'s eyes', 'to draw a red herring', 'to pull smb.'s leg', etc.) whose meaning is, naturally, the same (e.g., to deceive, to fool), one ca

In case meaning indices coincide and usage indices do not, the job of the interpreter is not a bed of roses. One is expected to know the items (i.e., every condition) of the Russian phrase's usage and be prepared to translate them idiomatically. Then, a descriptive translation of the idiom's meaning can be added to our idiomatic translation of the usage and placed after it as an 'explanation' of the English idiom (like 'explanation' in a pair of cause-and-effect relation statements) if the meaning is not clear from the context itself. For instance, the phrase " пускать пыль в глаза " (mng: to deceive, to hoodwink) has at least three permanent items of its usage. We have not been able to avail ourselves, in this case, of the English phrase 'to throw dust

This paper offers some suggestions (including sample exercises) for the teaching of idiomatic language. First, the relation between non-idiomatic and erroneous language in foreign language learning is examined, and it is concluded that non-idiomatic sentences do not so much break categorical rules as venture into the grey area of weak combinatorial probabilities between linguistic items. Idiomatically is thus seen as a scale, but less idiomatic is not necessarily to be equated with less acceptable, since both conventionalised and original language have their place in discourse. Crucial is the issue of appropriateness in context. Full-blown idioms represent firm collocations whose meaning is conventionalised and metaphorical. Where this meaning takes on an aphoristic quality we have proverb

This has important pedagogical implications. Bartlett 26 (1932) established in a whole series of experiments in which subjects were presented with incomplete or inconclusive drawings or narratives that subjects sought to impose meaning on the item by fitting it into their own meaning structures. Thus, stories which contained references to unfamiliar cultural practices were modified in memory so as to fit in with subjects' own cultural expectations. Bartlett called this essential characteristic of human cognitive processing "effort after meaning". The very fact that idiomatic language and proverbs are so semantically opaque makes them excellently suited to a problem-solving approach in teaching which can exploit learners' innate cognitive drive to make sense out of their en

2) Do you have idioms in your language which have the same meaning as some of these? a storm in a teacup to have your heart in your mouth to have a bone to pick with someone to cut off your nose to spite your face to drink like a fish to kill two birds with one stone to be like a cat on hot bricks to make a mountain out of a molehill to pull someone's leg once bitten twice shy Comment: This exercise should be done in groups. The teacher should first make sure that the literal meaning of each lexical item is known to the class. (Dictionaries should not be used). Otherwise students are not in a position to employ inferencing strategies. Often L1 idioms will help students to arrive at the solution. Sometimes there will be false friends, however. This is all to the good, since when the tea

For even weaker classes some vestige of cognitive activity can still be maintained while employing a rather spoon-feeding method of presentation. Exercise B is an example of this (using different idioms). Here, students do not even have to match idioms to a jumbled list of definitions. The idiom is followed by its definition, but a key word is missing. Key words are presented separately in jumbled order and the exercise operates on a cloze principle. This exercise is suitable for individual work. Experience has shown me that the idioms are better retained in this way than if they had merely been presented with definitions already complete. Exercise B Task: 1. Complete the blanks below with the correct word. Use each word only once. 2. Do you have equivalent idioms in your language for any

Comment: Task 1 is best done individually. In Task 2 the opportunity is provided for pair work in the multilingual class. Afterwards results can be compared in plenum concerning those idioms, which are comprehensible when "translated" into English from various. Exercise C Task: Express the underlined sections of the following text with language which expresses the same meaning more or less. Example: I was feeling a bit down in the dumps - I was feeling a bit depressed I was feeling a bit down in the dumps because it was raining cats and dogs, so I went to see Bill. Bill drinks like a fish because his work drives him up the wall. He is an EFL teacher. But he would never leave you in the lurch. Today I found him like a cat on hot bricks because he was bored. We decided to kill two bi

2) Necessity is the mother of invention 3) Spend and God will send 4) The more, the merrier 5) We are ships that pass by night 6) He who hesitates is lost 7) You can't make a silk purse out of a sow's ear 8) Many hands make light work 9) Too many cooks spoil the broth 10) Fools seldom differ 11) Where ignorance is bliss, 'tis folly to be wise 12) A bird in the hand is worth two in the bush 13) Look before you leap 14) Great minds think alike 15) Two's company, three's a crowd 16) A man's reach should exceed his grasp 17) Look after the pennies and the pounds will take care of themselves 18) We can't go through life with our heads buried in the sand (Answers are: 1 & 5, 2 & 7, 3 & 17, 4 & 15, 6 & 13, 8 & 9, 10 & 14, 11 & 18, 12 & 16) Task 2): For each of the foll

Comment: This exercise is again best done in small groups or pairs. Learners should be encouraged to look for "easy" pairs first, rather than going through the list one by one. Sometimes the lexical items are clues to the contrasting pairs (e.g. 1 & 5, where "ship" and "island" function as mutual clues and cues). The exercise can be made less demanding by the teacher prompting and helping the learners in this way. Sometimes the lexical link is not quite so obvious, but nevertheless can be uncovered (e.g. 4 & 15, where "two, three" cue "more"). Note, how "fools" in 10 contrasts with "great minds" in 14, whereas within 20 the contrast is between "fools" and "angels", a contrast which may not be at all obvious to all lear

I would like to offer one final exercise to show how the metaphor approach towards idiomatic language may be extended to teaching vocabulary more generally, not only to firmly fixed idioms. The point I wish to make is that certain lexical fields can be applied to various contexts in a way which is not always realised. It is in this way that words acquire a range of meaning, even if the proficient language user is not aware of this, precisely because the given non-linguistic context already delimits his or her meaning expectations for various lexical items. Situational and communicative approaches to language teaching often stop short of showing how vocabulary learned for a particular context can be reapplied in others, although this is what is continually being done in language use, for ex

"Stop it," he said, and real anger was in his voice. "Stop talking about him like that. He wasn't a saint; he was just an ordinary boy, guilty of wrong like anyone else, and I won't have you talk about him like that." The underlined words represent those that will be required in the following exercise. To what extent the teacher would single these out for pupils and focus attention on them is up to him or her and the level and ability of the class in question. Of course, there are other vocabulary items pertaining to emotion in the passage (e.g. "moist", "flashed", which it has not been possible to incorporate into the exercise. This is in the nature of things if the following contrived passage is to be both short and reasonably natural. Exercise E T

Alternatively they could be asked to paraphrase the vocabulary items used for both passages as follows: half the class would paraphrase the vocabulary as used in the original comprehension passage, and half as used in the football passage. This will underline for learners how the same words actually mean very different things in the two passages, but that there is a unifying common thread of meaning between them in the two contexts; For example, "upset" in the original passage means something like "deeply grieved", "near to tears with grief", "sad and angry". In the football passage it means (as a verb) "to annoy", "to irritate", "to exasperate". Note also the difference between "to feverishly attack a goal" and "to feel f

to jump all over someone; until you are blue in the face; to be all ears. The next task is to render the poem using the idioms under study. They walked in the lane together, The sky was covered with stars. They reached the gate in the silence, He lifted down the bars. She neither smiled nor thanked him Because she knew not how: For he was just a farmer’s boy And she the farmers cow. To broaden the students’ language awareness of idioms we can suggest the following exercises: I. Insert the missing element; use each idiom in a sentence. shoot ... one's mouth make ... one's mind fly ... one's handle prick ... one's ears go ... one's head turn ... one's nose II. Supply the necessary words. play ... /действовать наверняка/ keep ... /скрывать/ drop ... /упасть замертво/ g

now and again first and foremost IV. Think of fifteen idioms that initiate with the preposition in V. Insert articles if necessary. take ... dislike to produce ... impression on take ... liking to keep ... secret from take ... fancy to cast ... glance on make ... fuss about make ... attempt at lend ... hand to pay ... visit to VI. Analyze the structure of the idioms; compare the three groups from the viewpoint of grammar. gain ground take an interest take the trouble give way run a risk get the hang get wind take a chance have the cheek leave effect win a victory have the guts take heed make a stand spill the beans do good stretch a point know the ropes mean harm lend a hand take the lead eat dirt produce an effect take the starch take action keep a secret tell the truth lose interest make

at most at farthest at nearest IX. Reproduce an episode from the book you are reading; employ the given idioms. come to a head take into account arrive at a decision come into existence fly into a passion come into sight X. Recall some more idioms of a similar structure: Verb + Preposition + Noun. fall in love take by surprise keep in check keep in mind take in tow roll in money XI. Give an idiom for each number. 1. pass away 5. fall for 2. take to 6. see through 3. make out 7. chime in 4. give in 8. pass on XII. Group the idioms according to their structure. in any case, in a whisper, in full cry, at all costs, on no account, in bad shape, at any rate, into the bargain, in deep water, at the same time, under the weather, in the long run, in a tight corner, at a moment's notice, in no

The game objectives. To work out the puzzle, students had to match idioms with their definitions. The objective of the game was for each pair to cooperate in completing the activity successfully in order to expand their vocabulary with, in this case, colloquial expressions. All students were active and enjoyed the activity. Some of their comments were as follows: "Very interesting and motivating" "Learning can be a lot of fun" etc. Students also had to find the appropriate matches in the shortest time possible to beat other participating groups. The element of competition among the groups made them concentrate and think intensively. Translation activity. The other group of students had to work out the meanings of the idioms by means of translation. Unlike the previously des

To prepare the puzzle. I cut two equal-sized pieces of cardboard paper into rectangles. The selected idioms were written onto the rectangles in the puzzle-pieces board and their definitions on the game board. On the reverse side of the puzzle-pieces board. 1 glued colorful photographs of landscapes and then cut the puzzle-pieces board into individual pieces, each with an idiom on it. The important thing was the distribution of the idioms and their definitions on the boards. The definitions were placed in the same horizontal row opposite to the idioms so that when put together face to face each idiom faced its definition. Puzzle Pieces Board The idioms and their definitions were the following 27 : to be soft in the head: foolish, not very intelligent; to have one's hair stand on end: to

When our students listen to pop songs in English, browse web sites in English or watch movies in English they frequently meet language rich in its use of metaphors. Yet metaphors are often rather neglected in the classroom. So what kinds of metaphors should we teach, why should we teach them and how can we do so effectively? Kinds of metaphors Our students may meet many different kinds of metaphors in English. We usually think of metaphor as being a comparison between two things which are not usually connected with each other, so that the characteristics of the one are carried over to the other. In Shakespeare's Romeo and Juliet, for example, Romeo famously compares Juliet to the sun, so that the qualities of the sun (radiance and warmth) are carried over to Juliet. Not only literary E

to give a hand to break somebody's heart Weather vocabulary a warm welcome to freeze somebody out to be snowed under to storm out a hail of abuse Two activities In the classroom, there are different ways we can incorporate this idea of metaphorical sets. One way is to ask students in groups to research and design a poster related to a particular topic. Take the body, for example. Students could be asked to draw an outline of a human body on a large sheet of paper, and to include a heart, feet, hand, eye, nose, etc. Using English dictionaries, they could then research any metaphorical uses of language connected with the different parts of the body and write them in the appropriate place on the poster. The same activity can be done for weather vocabulary (using little sketches of differe

I find the stories are always very inventive, and reveal the real pleasure that students take in using another language creatively. Improving knowledge of 'chunks' Many metaphors occur not as isolated words, but in 'chunks' of language. Some of these 'chunks' are idioms that cannot really be varied. Some examples are: to be 'down in the dumps' to 'fight like cats and dogs' Other 'chunks' can be varied, but generally occur as collocations in fairly limited combinations. Some examples are: a 'fatal mistake / decision' to 'waste time / money' When teaching metaphors we should encourage students to note them down and learn them as 'chunks' - this will help students to remember them better and use them appropriately. We can

A shoulder to cry on An ugly duckling A fairy godmother Parts of proverbs A new broom Early birds Birds of a feather Silver linings A rolling stone Developing student autonomy Finally, we can develop students' awareness of metaphors by encouraging students to 'collect' metaphors - by noting them down when they encounter them on the Internet, in pop songs, etc. These metaphors can then be explained and discussed in the classroom. You may even want to keep a record of these on a wall poster….and at the end of the term ask students to vote on the most useful metaphor, the most surprising metaphor, their favorite metaphor, etc. CONCLUSION 54

This paper has discussed the nature of idiomatically versus nonidiomatically in learner language and compared and contrasted nonidiomatically with error. The complementary nature of generated language and formulaic, conventionalised language in discourse has been discussed and the gradational nature of idiomatic language has been delineated. The metaphorical nature of much idiomatic language has been emphasised and the central importance of metaphorical multiword units in language use has been insisted upon. In the context of Bartlett's 28 (1972) principle of "effort after meaning" pedagogical implications in terms of encouraging students to perform cognitive, problem-solving exercises in order to unearth the underlying meaning of the pervasive and structured metaphors informin

BIBLIOGRAPHY 1. Bartlett, F . C . 1972 . Remembering : A Study in Experimental and Social Psychology . Cambridge : Cambridge University Press. 2. Michael McCarthy, Felicity O’Dell. English Vocabulary in Use. Cambridge University Press, 1994. 3. The Penguin Dictionary of English Idioms, New York, 1989. 4. Арнольд И. В. Лексикология современного английского языка. М.: 1979. 5. Бархударов Л.С., Язык и перевод. М., 1975. 6. Бархударов Л.С., Рецкер Я.И., Курс лекций по теории перевода, 1-й МГПИИЯ, М., 1988. 7. Галперин И.Р., Информативность единиц языка. М., 1974. 8. Каменецкайте Н. Л. Синонимы в английской фразеологии. М.: «Международные отношения», 1971. 9. Кузьмин С., Употребление – главное звено механизма переводческих показателей (на примере фразеологизмов). Тетради переводчика, М., 1972.

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