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BENEFITS OF LEARNING ENGLISH IDIOMS FOR ENGLISH
EDUCATION STUDENTS
A SARJANA PENDIDIKAN FINAL PAPER
Presented as a Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Antonius Damas Putra Gautama
Student Number: 091214092
ENGLISH LANGUAGE EDUCATION STUDY PROGRAMDEPARTMENT OF LANGUAGE AND ARTS EDUCATIONFACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITYYOGYAKARTA
2014
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BENEFITS OF LEARNING ENGLISH IDIOMS FOR ENGLISH
EDUCATION STUDENTS
A SARJANA PENDIDIKAN FINAL PAPER
Presented as a Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Antonius Damas Putra Gautama
Student Number: 091214092
ENGLISH LANGUAGE EDUCATION STUDY PROGRAMDEPARTMENT OF LANGUAGE AND ARTS EDUCATIONFACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITYYOGYAKARTA
2014
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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“BAD LUCK TODAY,
FORTUNE TOMORROW”
Dedicated to:
My Lord Jesus Christ
My family
Grandma
&
“Three idiots”
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ABSTRACT
Gautama, Antonius Damas Putra. (2014). Benefits of Learning English Idioms
for English Education Students.Yogyakarta: English Language Education Study
Program, Department of Language Arts and Education, Faculty of Teachers
Training and Education, Sanata Dharma University.
English idioms become part of creating natural and informal English
communication. In reality, idioms are frequently used by native speakers as daily
speech. The previous studies show that the learners will acquire better vocabulary
and communicative skill after learning idioms. It shows that learning idioms has
considerable benefits especially for English Language Education students who
want to be more advanced in English. This research aims to find out the benefits
of learning English idioms for English Language Education students.
Thus, the research problem is formulated as follows; What are the benefits
of learning English idioms for English Language Education students? The
researcher explored the answers to the research question using two kinds of major
theories on vocabulary learning and lexical chunks. Based on these two theories,
the researcher answered the research question by giving examples of essential
English idioms adapted from supporting sources.
The examples of English idioms in this study cover vocabulary on idioms
provided with the meaning, filling in the blanks questions, dialogues and stories
containing idioms as well as the authentic examples of idioms which appeared in
newspaper headlines like The New Yorker, Burton Mail and one of BBC articles.
The researcher found three benefits of learning English idioms. Firstly, the
learners could escalate vocabulary knowledge. Secondly, the learners could
achieve fluency in speaking English which means that they will be able to build
expressions which sound more natural and informal. As the result, they will be
more advanced in English. Besides, the learners would be able to describe
something non-literally using idioms. Thirdly, the English Language Education
students could avoid misinterpretation when communicating with native speakers
who use idioms on a daily basis. This benefit also helps the learners to use idioms
which are appropriate according to the topic or theme of conversation being
discussed. This study also proposed recommendations for future researchers in
order to investigate the difficulties in learning idioms as well as for lecturers of
English Language Education Study Program in order to participate in explicit
teaching of idioms.
Keywords: English idioms, benefits, English Language Education Students
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ABSTRAK
Gautama, Antonius Damas Putra. (2014). Benefits of Learning English Idioms
for English Education Students.Yogyakarta: English Language Education Study
Program, Department of Language Arts and Education, Faculty of Teachers
Training and Education, Sanata Dharma University.
Idiom Bahasa Inggris menjadi bagian untuk menciptakan komunikasi
Bahasa Inggris yang informal dan alami. Pada kenyataannya, idiom sering
digunakan oleh penutur asli sebagai bahasa sehari-hari. Penelitian sebelumnya
menunjukkan bahwa pelajar akan akan mencapai kemampuan kosa kata dan
komunikasi yang lebih baik setelah mempelajari idiom. Hal ini menunjukkan
bahwa mempelajari idiom memiliki keuntungan besar terutama bagi mahasiswa
Pendidikan Bahasa Inggris yang ingin lebih maju dalam Bahasa Inggris.
Penelitian ini bertujuan untuk menemukan keuntungan belajar idiom Bahasa
Inggris bagi mahasiswa Pendidikan Bahasa Inggris.
Jadi, masalah penelitian dirumuskan sebagai berikut; Apa keuntungan
belajar idiom bahasa Inggris bagi mahasiswa Pendidikan Bahasa Inggris?
Peneliti menyelidiki jawaban dari pertanyaan ini menggunakan dua teori pokok
tentang vocabulary learning dan lexical chunks. Berdasarkan kedua teori ini,
peneliti menjawab pertanyaan penelitian dengan memberikan contoh idiom
bahasa Inggris yang penting dari sumber-sumber yang mendukung.
Contoh-contoh idiom Bahasa Inggris tersebut meliputi kosa kata idiom
beserta artinya, mengisi pertanyaan rumpang, dialog dan cerita mengandung
idiom, dan juga contoh tentang idiom yang muncul di pokok berita surat kabar
seperti The New Yorker, Burton Mail, dan salah satu artikel BBC.
Peneliti menemukan tiga keuntungan dari mempelajari idiom bahasa
Inggris. Pertama, pelajar dapat meningkatkan pengetahuan kosa kata. Kedua,
pelajar dapat mencapai kelancaran dalam berbicara Bahasa Inggris yang berarti
bahwa mereka akan mampu membuat ungkapan yang terdengar lebih alami dan
informal. Sebagai hasilnya, mereka akan lebih maju dalam bahasa Inggris. Di
samping itu, pelajar mampu menggambarkan sesuatu secara non-harafiah
menggunakan idiom. Ketiga, mahasiswa Pendidikan Bahasa Inggris dapat
menghindari salah penafsiran saat berkomunikasi dengan penutur asing yang
menggunakan idiom setiap hari. Keuntungan ini juga membantu pelajar untuk
menggunakan idiom yang sesuai menurut topik atau tema percakapan yang
sedang dibicarakan. Peneliti juga mengemukakan anjuran bagi peneliti di masa
mendatang supaya menyelidiki kesulitan-kesulitan mempelajari idiom dan juga
bagi dosen Pendidikan Bahasa Inggris agar berpartisipasi dalam pengajaran
yang gamblang mengenai idiom.
Kata kunci: English idioms, benefits, English Language Education Students
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ACKNOWLEDGEMENTS
First and foremost, I would like to thank My Lord, Jesus Christ the
greatest Father of all Fathers to whom the spirit, hope, mercy, life, and ease be
upon me during the process of studying in Sanata Dharma University. The period
of being a student at Sanata Dharma University has come to an end along with the
fulfilment of this final paper. The greatest gratitude is for Him that in each of my
sincere prayers, God always gives me a new faith and blesses my efforts.
The fulfilment of this final paper cannot be separated with people granted
by God to me so that I can finish this final paper. Thus, this study cannot be
accomplished without the roles of lecturers of English Language Education Study
Program. Particularly, I would like to give my best gratitude to my academic
lecturer, C. Sih Prabandari, S.Pd., M.Hum., who has guided me in this study,
and also my sponsor, Drs. Barli Bram, M.Ed., Ph.D., who has contributed his
time and energy to assist me in finishing this final paper. I am really grateful for
their support and care.
Furthermore, I do not forget to thank all the lecturers of the English
Language Education Study Program who have sincerely taught me all courses in
this study program and gave me inspiration in accomplishing this final paper. I
also give my gratitude to Laurentia Sumarni, S.Pd., M.Hum., and Caecilia
Tutyandari, S.Pd., M.Pd., for willing to share their ideas and information for me.
I also appreciate and thank all of the staffs of Sanata Dharma University for
giving me their best service as well as the ELESP (English Language Education
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Study Program) staffs who dedicate themselves in giving service and information
to English Education Students.
As the researcher of this final paper, I deeply thank my family especially
my parents who always support me in any condition, care about me, give me
affection, pray for me and give financial support. They are important figures in
my life. I will also not forget my comrades; Andreas Dwi Septiaji Pamungkas,
Agustinus Prastowo Pandu, and Melynna Trianingsih. We are friends who
have shared many things together. I thank them for the support, help, care, jokes,
and happiness in hard times. I also remember my friend from Papua, Elias Duyala
who was willing to allow me to live in his boarding house each Sunday during the
SPD (Service Program Design) time.
Last but not least, this gratitude is also for my PPL (Program
Pengalaman Lapangan) comrades; Tita, Gita, Aurel, Lusi, Ambulans, Yesi,
Indah, Novita, Sandy, Hendra, Ari, Rita, Adven as well as all of ELEGY play
performance members and SPD members. For PPL comrades, ELEGY and SPD
members, I would like to thank them for their support, help, and experiences we
had together. At the end, this final paper is dedicated for people I could not
mention here. Their help, support, and care are valuable.
Antonius Damas Putra Gautama
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TABLE OF CONTENTS
Page
TITLE PAGE........................................................................................................... i
APPOVAL PAGES................................................................................................ ii
STATEMENT OF WORK’S ORIGINALITY...................................................... iv
PERNYATAAN PERSETUJUAN PUBLIKASI........................................................ v
ABSTRACT.......................................................................................................... vii
ABSTRAK............................................................................................................. viii
ACKNOWLEDGEMENTS................................................................................... ix
TABLE OF CONTENTS....................................................................................... xi
LIST OF APPENDICES....................................................................................... xii
CHAPTER I. INTRODUCTION
A. Background of the Study........................................................... 1
B. Research Method....................................................................... 5
CHAPTER II. DISCUSSION
A. Review of Related Literature.................................................... 7
B. Findings................................................................................... 20
CHAPTER III CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions............................................................................ 38
B. Recommendations.................................................................. 40
REFERENCES...................................................................................................... 41
APPENDICES....................................................................................................... 45
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LIST OF APPENDICES
Appendix 1: Tables of Idioms Classification ....................................................... 46
Appendix 2: BBC article, January 1, 2014 ........................................................... 56
Appendix 3: Burton Mail, June 10, 2008 ............................................................. 58
Appendix 4: The New Yorker, July 20, 2011 ...................................................... 60
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LIST OF TABLES
Page
Table 2.1 The Types of Idioms............................................................................ 21
Table 2.2 Vocabulary Building with the Meaning............................................... 25
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CHAPTER I
INTRODUCTION
The researcher presents two sections in this chapter. First, the background
of study and second, research method used by the researcher. The background of
study focuses on English idioms as daily speech and its significance of using
idioms in daily speech. The research method presents how the researcher gathered
and processed the information.
A. Background of the Study
It is known that the three notions of language existence (Aitchison, 2003)
have resulted the variety in language as found in English language like idioms for
example. Caro (2009) contends that English will lose much variety without idioms
especially in writing and speaking context. On the other hand, idioms are part of
communication that can help to improve effective and interactive social
interaction (Caro, 2009, p.1). Dixon (1971) asserts that “most English speakers
use idioms for they are accepted as part of simple, everyday speech and play a
great role in building what is called by real speech, without having adequate
vocabulary in idioms such as to get along, to put out, to call for, etc, the speech
will remain unnatural and awkward (p. 1). According to oxforddictionaries.com,
idiom is defined as a group of words with established usage, has a fixed order and
meaning which cannot be deduced from the individual words.
Idioms are often used by foreign students as daily speech and they find it
easy to use them (Dixon, 1971). Idioms can be a social tool to communicate
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(Casas & Campoy, 1995) and thus they become the media for second language
learners to understand the different social context of idioms each of which has
different use in daily speech. In addition, the better comprehension on idioms is
likely to improve the communicative skill in non-formal context (Caro, 2009) and
acquire better comprehension on imaginative description (Leah, n.d.). A small
scale project conducted by Caro (2009) also unveiled the use of idioms in English
learning course contributed advantages for students and teachers in terms of
communicative skill and vocabulary. According to oxforddictionaries.com, the
term ‘benefit' is an advantage gained from something. While, it shows that
learning idioms may give considerable impacts or benefits especially for Asian
learners in several fields.
In the case of idiom learning among ESL (English as Second Language)
students, they may have different understanding in using idioms appropriately and
they tend to avoid using idioms because of the different cultures. This case is
prevalent among ESL (English as Second Language) students. However, it should
not be taken for granted as most sources such as mass media; textbooks are rich of
idiomatic expressions (Wu, 2008). Further responses from Cooper (1999) and
Buchwald (2000) through previous studies which indicated that “English idioms
may be may be difficult for native speakers, and will be more problematic for ESL
students” (as cited in Wu, 2008, p. 1). Wu (2008) finds that there are many
effective activities for improving English idioms competency through teaching
idioms in context with visuals, dialogue writing, group talk, and collaborative
activities.
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Furthermore, the clearest difficulties in understanding English idioms are
noticed when students find a word that has no correlation with other words. For
example, to pull someone’s leg. Literally, this idiom seems simple which at first
means that a person pulls another person’s leg. Moreover, this idiom has another
literal meaning which means to “tease someone”. That is why in this matter, most
ESL (English as Second Language) students misunderstand how to use certain
idiomatic expressions, fixed sequences of words (phrases or sentences), with a
fixed meaning that is not composed of the literal meaning of the individual words
(Cipollone et al., 1998). Many ESL (English as Second Language) students do not
know the literal meaning of idioms and then misuse them in wrong context.
Some idiomatic expressions are not transparent and make most ESL
(English as Second Language) students cannot predict the meaning of an
idiomatic expression. The whole meaning of transparent idioms has a very
different meaning with the constituent parts. Kicked the bucket for example cannot
be derived from the meaning of kick and bucket. In literal sense, kicked the bucket
means “to die” (Hsu, n.d). Furthermore, Irujo (1986a) points out that “the non-
literalness property would result in difficulties for ESL learners in learning
idioms. In addition, idioms are formed by cultural background as well as
commonly shared experience; learning idioms in fact is an essential but complex
task for ESL students who lack of cultural references” (as cited in Hsu, n.d, p. 32).
Nonetheless, the complex task as known in idiom learning should not be a
burden because Tran (2013) posits English idioms as interesting subtopic to learn
among Asian learners in learning foreign language. On the other hand, this can be
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a challenge for them that such kind of learning will finally give positive
contribution in the future. Further, he marks that idioms can be necessary in the
process of learning English as foreign language. As a proponent, Celce-Murcia
emphasizes “the English idioms learning helps Asian students to achieve
figurative competence in the communicative competence model” (as cited in Tran,
2013, p.23).
Aside from the above, English Language Education students have entered
the period to whom they are supposed to be able to achieve good English
communication. The competency in understanding English idioms brings about
considerable impacts for them. In other words, these students can gain
sociolinguistic appropriateness which requires an understanding of the social
context in which the language is used: the rules of participants, the information
they share, and the functions of interaction. Furthermore, Bachman (1990)
explains “sociolinguistic appropriateness consists of aspects which deal with
registers, metaphors, formality, politeness, and culturally related aspects of
language.” (as cited in Muniandy et al., 2010).
Thus, the understanding about idiomatic expressions should not just
theoretically be exposed but is also practically applied in real experiences of
college environment particularly for English Education students in Sanata Dharma
University. There are underlying reasons why learning English idioms takes years
of practice and need not to be neglected, this is mainly due to help English
education students to be competence in everyday use of language and thus,
English idioms must be made as part of second language learning (Dixon, 1971).
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Therefore, the researcher aims to major a research problem to investigate;
“what are the benefits of learning English idioms for English Language Education
students? This research has one objective that aims to find out the benefits of
learning English idioms for English Language Education students as the language
users. For the focus of this study, the researcher gives a limitation only to the
benefits of learning English idioms investigated through the supporting data
sources about idioms.
B. Research Method
This research followed the steps of library research from George (2008).
Library research is an inquiry which can be conducted in any field and allows the
researchers to determine what related work which has been done before (George,
2008). According to George (2008), there are nine stages of library research. Yet,
the researcher only used four stages of library research which include (1) choosing
the general topic, (2) formulating the research question and background of the
study, (3) identifying and obtaining the data sources, (4) processing the
information and literature review to answer the research problem based on the
theories that become the basis of this study. The data were collected during the
period of January 2014 to March 2014 at the library of Sanata Dharma University.
The data sources of this study were taken from the book of Advanced
Vocabulary & Idiom by B. J. Thomas, Essential Idioms in English by Dixon
(1971), and English Idioms and How to Use them by Seidl and McMordie, (1980).
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Those books were used as guidelines to arrange the table of idioms classification,
vocabulary building, and the examples of idioms in written context.
The researcher also provided stories and dialogues that contain idioms as
the data of this study. The stories were taken from the book of How to Teach
Vocabulary by Thornburry (2002) and the journals; The Comprehension of Idioms
by Cacciari and Tabossi (1988), while the source of dialogues in the findings
section was taken from the journal; A Piece of Cake: Learning and Teaching
Idioms by Irujo (1986). There are several books and journals which were used for
theories on vocabulary such as Vocabulary: Applied Linguistic Perspective 2nd
Edition and How to Teach Vocabulary. The researcher took some vocabulary
learning theories from those sources.
In detail, the researcher used the book of Essential Idioms in English
which provides commonly-used English idioms. In order to get the specific types
of English idioms, the researcher used the book of English Idioms and How to
Use them. The examples of English idioms are necessary to support this research.
Thus, the researcher adapted some examples of English idioms that are used in
written context from the book, Advanced Vocabulary & Idiom.
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CHAPTER II
DISCUSSION
This chapter is divided into two sections. The first section is the review of
related literature that presents several theories to support this research. The second
section discusses the results of this research or the findings.
A. Review of Related Literature
There are several theories used by the researcher to support the research
problem mentioned in previous chapter. The theories which are presented cover
foreign language learning, theories on idiom, and vocabulary. To begin with, the
researcher would like to give a brief description on:
1. Theories of Foreign/Second Language Learning
Each language has idioms and while learning idioms may belong to
language learning. Foreign or second language learning is often linked to the
theory of Krashen (1981) that presents “subconscious language learning”
(Krashen, 1981, p.1). In the case of English idioms learning, the researcher found
that language learning and language acquisition differ. Language acquisition
requires caretakers and native speakers who will help the acquisition process
(Snow & Ferguson, 1977 as cited in Krashen, 1981).
Krashen (1981) presents his well-known theory about foreign language
learning called „Monitor Model‟. There are five hypotheses of second language
learning. However, the most relevant theory for this research is the acquisition-
learning hypotheses. In Acquisition, learning language is subconscious process.
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The acquirers are aware of using language for communication but not aware of
language rules or the correctness of using language. Meanwhile, idiom learning
among Asian students is the conscious process of using language through lessons.
In this case, the acquirers tend to focus on the appropriateness and the
grammatical rules of language; as known in learning idioms. This means that non-
native speakers like ESL learners are subconscious learners meaning that they
need the awareness of language “rules” and a “feel” for grammatically while they
have to use idioms in different context (Krashen, 1981, p. 2).
The need of learning foreign or second language is also based on the
theory of Gardner and Lambert (1972) who state “the pragmatic purpose for
learning a second language was derived from a personal desire to know the native
speakers of the target language that is later called instrumental motivation” (as
cited in Engin, 2009, p. 35). On the other hand, there are some considerable points
about foreign language learning. Curtain and Dahlberg (2004) show that “learning
another language can enhance the knowledge of language structure and
vocabulary” (as cited in World Language Education, 2007, p. 2). While according
to Troike (1984) “Mastering the vocabulary of a second language enhances
students‟ comprehension and abilities in reading, writing, mathematics and other
subjects and promotes achievement in English vocabulary and reading
(Masciantonio, 1977)” (as cited in World Language Education, 2007, p. 3).
2. The Aspects of Lexical Chunks
Phrases are composed of several words which unite together and form a
meaning. According to Bolinger (1975) “words are stored not only as individual
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morphemes, but also as parts of phrases, or as longer memorized chunks of speech
(as cited in Nattinger & Carrico, 1992, p. 31). Furthermore Nattinger and Carrico
(1992) state that lexical chunks help language users to speak fluently. While
idioms are categorized as the multi word chunks whose meanings cannot be
derived from the meaning of their constituent parts. This statement is supported
by Maisa and Karunakaran (2013), who present that multi-word chunks are also
referred to as „lexical items‟, „lexical phrases‟ or „lexical chunks‟ (Thornburry,
2002). Furthermore, they continue that multi-word chunks include idioms,
collocations, phrasal verbs, proverbs, and sayings (p. 111).
Thornburry (2002) also points out the same notion about the different
types of chunks. The lexical chunks cover collocation, phrasal verbs, discourse
markers, sentence frames, and especially idioms. In further explanation, he asserts
that those chunks categories are defined in terms of fixedness and idiomaticity.
According to Thornburry (2002) “fixed chunks do not allow variation, for
example over the moon and not under the moon nor over the full moon. Chunks
are formed from words that cluster but not join up. They are considered as single
words and some have idiomatic meaning. The meaning of chunks is not inferable
from the individual words and thus, some chunks are not transparent and much
more idiomatic as in to spill the beans or to knock off. The ability to understand a
wide range of chunks distinguishes advanced learners from the intermediate ones”
(pp. 115-116). In a nutshell, learning lexical chunks will contribute a considerable
result towards the language learning progress.
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However, Nattinger and Carrico (1992) contend that “idioms are phrases
that are invariable and the structure cannot be derived by the traditional rules of
syntax. Lexical phrases are variable units and can be derived from the regular
rules of syntax. Then, lexical phrases are different from other conventionalized or
frozen forms such as idioms or clichés because they perform certain functions”
(pp. 35-36). Still, idioms are the part of multi-word chunks or lexical chunks that
are useful in speech production. Idioms are also a kind of prefabricated speech
which means that idioms may bring advantages to help learners speak with
fluency.
Idioms as one of the parts of word categories and multi-word chunks have
nearly the same advantages as lexical phrases do. Lexical chunks offer many
advantages for conversation and they consist of expressions that are stored in
memory and are yet constructed because they are still in form of chunks.
Significantly, lexical phrases are effective means of interacting with others and
learning language. Lexical chunks help speakers to be capable in constructing
responses and expressions from word chunks and this goes the same with idioms
as multi-word chunks (Nattinger & Carrico, 1992, p. 114).
The statement above is also supported by Lewis (1997) who states that
idioms, collocations, and other fixed expressions belong to chunks. The chunks
can be defined as “formulaic language” which can become the key to fluency.
Idioms may belong to formulaic language that can give considerable benefits in
native like fluency especially in speech. To be fluent in speech, it also depends on
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the understanding of phrases and larger chunks stored and retrieved from memory
(Tajali & Tehrani, 2009 as cited in Maisa & Karunakaran, 2013, pp. 110 -111).
3. Theories on Vocabulary Learning
This research also includes the relevance of theories on vocabulary with
idioms learning. The point is that the researcher sees vocabulary knowledge is as
significant part of foreign language learning. While, learning idioms can be part of
escalating vocabulary in second language learning. Simply, there is a correlation
between vocabulary knowledge and English idioms learning. Thus, the previous
statement is presented into theories on vocabulary learning. First and foremost, the
researcher would like to present how significant vocabulary is towards foreign
language learning.
According to British council, „language users are expected to use some
less common and idiomatic vocabulary‟ (as cited in Tran, 2013, p. 24). The
researcher sees English idioms as one of important elements to create good
English communication that can get rid of the gaps when interacting with native
speakers. It can be an effort to enhance the academic language and basic
interpersonal communication skills for learning idioms are essential for second
language learners so that they can ascend to higher level of English learning
(Guduru, 2011).
Nonetheless, vocabulary knowledge is a long process which begins since
childhood. The first time of learning starts when children notices the physical
objects in the surrounding and then differentiate what object it is (Halliday, 1993).
The process of learning vocabulary which begins from childhood will develop as
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a child grows up and the progress will be significant or develops rapidly when
children are in pres-school years (Lightbown & Spada, 1993). Thus, Clark
explains this process as complex and takes long time while children may still have
around fifty words and then develop the words into hundreds (as cited on Carter,
1998, p. 184).
Apart from it, the vocabulary learning is important for it deals with
knowing how to use the word syntactically, semantically and pragmatically
(Carter, 1998, p. 232). To clarify this statement, the researcher mentions a
perspective about vocabulary from another expert. Thornbury (2002) shows the
perspective of the linguist, David Wilkins related to the importance of vocabulary
that without grammar, there are little things to say and without vocabulary we
have nothing to convey. By studying grammar at the most of time will not
improve English skills. More improvement lies on how the learners learn words
and expressions in vocabulary not in grammar. It will make the learners can say
anything with words although with low grammar (p. 13).
Nonetheless, vocabulary has been a difficult matter for ESL (English as
Second Language) students particularly. The hardness of learning vocabulary is
clearer as Gleason (1961) asserts that vocabulary can be very easy but this is what
students fear most (p. 7). Carter (1998) has a certain view that vocabulary
becomes less important element in learning a second language due to more
specialization on syntax and phonology (p. 184). Based on previous descriptions,
the researcher posits vocabulary learning theory as its relevance with English
idiom learning. The relevancy of those two is clarified with the position of idioms
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as fixed expression as well. Carter (1998) presents “fixed expression” like English
idioms as the example of vocabulary in discourse, memorization type, and
language-focused learning type (p. 230). Hence, the researcher refers to some
theories of vocabulary learning (Carter, 1998). The theories comprised of:
a. Memorization
This shows that words cannot be learned effectively in context and thus it
needs to be assimilated as single items. The realization can be providing the list of
words of target language and the translation in mother tongue. Furthermore,
picture and other means of graphical representation are provided (Carter, 1998).
b. Vocabulary in Discourse
The vocabulary development focuses on written text which includes the
reading activities that become the part of explicit teaching. The main purpose of
vocabulary teaching-based discourse is to help the learners encode and negotiate
the ways in which items can be scaled in relation to each other for different
communicative functions (Carter, 1998, p. 222). Lexical discourse also plays a
major role for learning fixed expressions such as English idioms.
c. Language-focused Learning
This type of learning focuses on language item and includes the learning of
vocabulary and grammar. The activities and techniques cover direct learning,
intensive reading, and training in vocabulary strategies (Nation, 2003, p.1). Direct
learning involves the learners to study the meaning of words, the written and
spoken words and how to use them. Regarding to the vocabulary theory from
Carter (1998), Thornburry (2002) presents some ways how to remember the
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words in vocabulary learning such as through long-term memory that seems to
have enormous capacity and is durable over time. The research findings which are
related to word learning include repetition; the way of memorising new material
or repeat an item, retrieval; retrieving or recalling word from memory, and
mnemonics; retrieving items stored in memory which are not retrievable
(Thornburry, 2002, p. 24).
4. Theory of Fluency in English
The theory of fluency is closely related to the use of idioms. According to
Fillmore (1979) the term „fluency‟ is specifically defined into four different kinds
(as cited in Brumfitt, 1984). The four kinds of fluency include (1) ability to talk
without significant pauses, (2) ability to talk in semantically dense sentences, (3)
ability to say appropriate things in a wide range of contexts, (4) ability to be
creative and imaginative in language use such as creating metaphors, jokes, puns,
varying styles, etc.
5. Idioms and Other Types of Fixed Expression
English language possesses much variety related to the study of words
pattern and meaning. Previous studies have shown that language changes as time
goes by and it is called historical or diachronic linguistics (Hockett, 1958, p. 303).
According to Lyons (1995) semantics is traditionally defined as the study of
meaning. In the study of meaning, there are several types of theories of meaning
as in referential meaning (denotation) theory that focuses on the meaning of an
expression to which it refers to or stands for (Lyons, 1995, p. 40). Apart from the
importance of the study of meaning, Boer (1982) affirms, “having a large
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vocabulary is valuable asset in speaking and writing.” He means that the
effectiveness of speaking and writing is determined by the large measure of words
you know. Thus, this makes choice of words is important (p. 42).
Boer (1982) classifies the choice of words, how those words differ. The
classification includes denotation, connotation, trite expression, figurative
language, and especially idiomatic expressions (p. 42). Idioms are different from
other types of words choice as explained below:
a. Denotative meaning
Denotative meaning stands for something that is called referent, for example
rocks, horse, etc (Boer, 1982).
b. Connotative meaning
It has collocations that are called connotations, for instance cheap which refers to
low price and has unfavourable connotation of “being of little value” (Boer, 1982,
p. 43).
c. Trite expressions
It is one of figures of speech and also known as clichés for example good as gold,
green with envy, cool as cucumber, quick as flash, etc (Boer, 1982).
d. Figurative Language
Figurative language is commonly known as figures of speech that makes
comparison or use words in an unusual way (Boer, 1982, p. 50). The most
common figures of speech in figurative language are simile and metaphor. Simile
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is a comparison that often uses like or as. For instance, “The stadium looks like a
large bowl”, while metaphor is a comparison that does not use like or as. For
example, “The Atlantic is a stormy moat” by Robinson Jeffers. Other commonly
used figures of speech are personification, metonymy, litotes, hyperbole, irony,
etc (Boer, 1982).
Furthermore, idioms are part of English linguistic that are also important
in “choice of words”. Previous studies have shown several definitions of idioms,
their origin, and formation. According to Adisutrisno (2008), idioms are type of
collocation to which the meaning cannot be traced from the meaning of the
individual words that collocate (p. 40). Idioms and collocations, both are different.
The examples of collocations are added brain, blond hair, sour milk, flock of
sheep etc (Palmer, 1981, pp. 76-79). The study of idioms is broad, as second
language learner, idioms must be differed from other types of non-literal language.
Learning idioms covers idioms formation, the definitions of idioms, and the types
of idioms.
a. The birth of idioms
The birth of idioms has a long story and becomes the result of language
which develops over time. However, how idioms exist can be traced from the
significance of defining idioms. Thus it is necessary to get the clear understanding
of what idioms are. According to Vizetelly and Bekker (1926) idioms have caused
so much criticism so that there is a necessity to get the clearest understanding
about the nature and the functions of idioms. In addition to it, they mention that
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idioms are derived from the Greek ίδιοѕ which means “own, proper to, private.” It
conveys a message of peculiarity or specialty (p. 1).
While Hockett (1958) states that a speaker may say something that has
never heard before and it is later understood. Further, this new utterance is a
nonce-form, built from familiar material by familiar patterns. Yet, the occurrence
of a nonce-form does not constitute the creation of idioms. He emphasizes the
additional ingredients that are required in the creation of idioms like something
that is more or less unusual either about the structure of the newly-produced
nonce-form, the attendant circumstances, or both, which render the form
memorable.
b. The definitions of idioms
There have been a number of studies about idioms and hence, idioms have
several definitions. Yet, each definition of idiom has the same point. Idioms are
expressions whose meaning cannot be inferred from the meanings of the words
that comprise it (American University, 2009, p. 1). While according to 1993
Merriam-Webster dictionary defines idioms as peculiar language and cannot be
explicated easily; therefore, people need to learn not only the separated words but
also need to fully understand the whole meaning of the phrases because it cannot
be derived from the conjoined meaning of their elements (Bill, personal
communication, June 30, 2005).
Palmer (1981), Adisutrisno (2008) and Carter (1998) have the same point
about the definition of idioms. In the same point, they give definition of idioms as
a group of words that requires collocation to which the meaning cannot be
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expressed individually or by a single word but as a whole. Further, Carter (1998)
explores more about idioms that can also be transformed or allow “structural
changes to its form” as in “to drop a brick” (= to make a mistake). In other
structural changes, it can be “he dropped a really enormous brick this time” or “a
brick has been dropped” (p. 65). However, he asserts that not all idioms allow
insertion and are structurally flexible because some of them are syntactically and
morphologically fixed. Carter (1998) “tentatively defined idioms as (1) non-
substitutable or fixed collocations, (2) usually more than single word units, (3)
semantically opaque” (p. 66). Thus, he concludes idioms as fixed expression.
The same idea goes the same with the definition of idiom by Cruse (1986)
that idioms are “semantically peculiar” and traditionally, they are defined as
“expressions whose meaning cannot be inferred or deduced from the meaning of
their parts or components (Vizetelly & Bekker, 1926)” or “an expression whose
meaning cannot be accounted for as a compositional function of the meanings its
parts have when they are not parts of idioms” (p. 37). Cruse (1986) tends to define
an idiom according to the number of lexical constituent and its semantic
constituent. Cruse (1986) gives example as in “This will cook Arthur’s goose”. In
this example, it is shown that it “constitutes a minimal semantic constituent”
while “cook ___’s goose is therefore and idiom”. (p. 37). In addition, Cruse (1986)
interprets “any expression which is divisible into semantic constituent, even if one
or more of these should turn out on further analysis to be idioms” (p. 37). The last,
Fowler defines idiom as “a phrase where the words together have a very different
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meaning from dictionary definition of the individual words” (as cited in Caro,
2009, p. 127).
c. The classification of idioms
Since English language has a wide range of idioms, some experts have
tried to classify idioms into some types. Gibbs (1987) generally classifies idioms
into two kinds; transparent idioms and obscure idioms based on the
compositionality of idioms. The meaning of idioms can be predicted by the
lexical items in transparent idioms; for example, lay one’s cards on the table that
means „to reveal the secret‟. However, the obscure idioms are contrary. They
convey obscure meaning between literal meaning and figurative meaning; for
example, kick the bucket meaning „to die‟ (as cited in Hsu, n.d., p. 32).
Further studies present the classification of idiom differently. Idioms can
be classified according to the pattern or idioms formation and the “the idiom-
creating events called naming” (Hockett, 1958, pp. 310-311). The first is
Anaphoric substitutes in the types of idioms which are referred to the formation of
new idioms, and the second is proper names.
Carter (1998) likely determines the types of idiom according to the
fixedness of lexical patterns are. Accordingly, he classifies idioms into three types
such as compound idioms; for example, dead drunk, red tape, full idioms; for
example, to rain cats and dogs, to be in the doghouse, to smell a rat, and semi-
idioms; for example, a fat salary, beefy-looking (p. 67).
Furthermore, according to Palmer (1981), there are many kinds of idioms
containing a verb and a noun as in spill the beans, fly off the handle, put on good
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face, etc. Phrasal verbs are common type of idioms that are frequently used in
many contexts. They are combination of verb plus adverb, verb plus preposition,
and also sequences of verb, adverb, and preposition; for instance, put down, give
in, look after, go for etc. In phrasal verbs, there are some types that are not
idiomatic and thus have different degree of idiomaticity (p. 80).
In accordance with idioms classification, idioms are classified according to
the parts of speech that are used, situation/theme, categories, and comparison.
Seidl and McMordie (1980) specifically provide a wide range of idiom examples
like with the combination of adjectives as in a dead language, a dead weight, to
leave someone for dead. And then with noun, as in to gain one’s end, to shoot a
line. Idioms with verb, as in to run a risk, to throw a stone. According to the
categories, idioms can be colour idioms as in black magic. Animal idioms; to
bark up the wrong tree, to hold your horses. Parts of body; to foot the bill, to be at
hand, to learn something by heart and many more.
B. Findings
In this section, the researcher presents the result or the answers of the
research problem of this research. In previous section, the researcher presented
three major theories that are theories of idioms, vocabulary learning, and foreign
language learning. This research focuses on the benefits of learning idioms for
English Language Education students. To support the findings, the researcher
used the main theories taken from Thornburry (2002) about vocabulary learning,
the theory of lexical chunks from Nattinger and Carrico (1992), Thornburry (2002)
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as well as theory of fluency in English from Fillmore (1979) as cited from
Brumfitt (1984).
1. Enhancing Idiomatic Vocabulary on English Idioms
The significance of learning idiomatic vocabulary is based on British
council that „language users are expected to use idiomatic vocabulary‟ (as cited in
Tran, 2013, p. 24). Apart from it, there are many studies who have tried to classify
idioms and their kinds into several types. Hence, the researcher would like to
discuss the classification or the categories of idioms based on the book of
Advanced Vocabulary & Idiom by Thomas (1989), Essential Idioms in English by
Dixon (1971), and English Idioms and How to Use them by Seidl and McMordie
(1980). Based on those three books, the researcher has compiled the classification
of idioms into their categories. The classification is shown below:
Table 2.1 The Types of Idioms
No. Idioms
categories/types Note Example
1 Animals Idioms dog‟s life, guinea pig, puppy fat
2 Idioms of Body parts to let one‟s hair down, to be all ears
3 Idioms of colors a red herring, to have green fingers
4 Food idioms butter-fingers, in a jam, full of beans
5 Idioms of Names peeping Tom, smart Alec, Jack of all
trades
6 Idioms of Numbers catch 22 situation, one-armed bandit,
7 Idioms of time pressed for the time, it's high time, to kill
time
8 Idioms of
comparisons
with
adjectives/noun as cool as cucumber, as gentle as a lamb
with verbs to work like a Trojan, to fight like cat
and dog
9 Idioms with
adjectives a dead-end job, a pretty kettle of fish
10 Idioms with nouns to drop someone a line, to make up one's
mind
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11 Pairs of adjectives few and far between
12 Pairs of nouns babes and sucklings
13 Adjective + noun
phrase a cat burglar, flying colors
14 Noun phrases bags under the eyes
15 Adverbial phrases first and foremost
16 to be +
noun/adjective phrase to be a party to something
17 to be + prepositional
phrase to be at daggers drawn
18 with common verbs to break prison, to come clean
19 with less common
verbs to smell a rat, to stick around
20 Phrasal Verbs
call off, to pick out, to keep off, to burn
down, turn up, get away, come around,
set off, run out
21
with special
situations
Banking the rate of interest
Business bad debts, to go bankrupt, on business,
Buying and
selling to be up for sale, to do a roaring trade
Health, illness to get over an illness, to pass away, to go
on the sick
Holiday and
Travel a rubberneck, to travel light
Motoring to hog the road
Politics and
government a back-bencher, the shadow-cabinet
Telephoning a party line, to ring someone up
Work and
industrial
relations
to make someone redundant, to give
someone the sack
(Source: Thomas B. J., Advanced Vocabulary & Idiom,; Dixon J. Robert,
Essential Idioms in English; Seidl, J., & McMordie W., English Idioms and How
to Use them ).
From the table shown before, it is clear that idioms have a lot of variations.
There are hundreds kinds of idioms that vary. Each idiom is used differently
according to the situation that happens. In another study, the classification of
idioms is basically the same as explained before. According to Maisa and
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Karunakaran (2013), the classification of idioms is defined according to the theme
and situations:
1. Animals: don’t count your chicken, the black sheep of the family.
2. Idioms formed by rural life: eat like a horse, strike when the iron is hot,
put the cart before the house.
3. Idioms affected by technology: I need to recharge my batteries.
4. Idioms that come from the entertainment and sports world, for example,
play the second fiddle, behind the scenes, etc.
5. Idioms in history and literature: sour grapes, the streets are paved with
gold, etc.
6. Idioms from bible and Shakespeare‟s works such as ships that pass in the
night, your pound of flesh, etc.
7. Idioms that show feelings and emotion: lose your bearings, in high spirits,
come out of your shell, etc.
Idioms are often used by native speakers or foreign students (Dixon, 1971)
when communicating each other. In fact, it indicates that speaking with English
idioms means that the speakers are able to use “natural English” which is spoken
in informal way and then creates a language more conversational (Caro, 2009, p.
129). When speakers use idioms, it means that the communication sounds
idiomatic, natural (Dixon, 1971) and has variety (Caro, 2009, p. 124). The wide
variety of idioms is used in many fields such as in mass media like newspaper and
articles. In electronic media, idioms are used in some blogs and websites, and in
printed media such as textbook and newspaper headlines. Therefore, it indicates
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that idioms are widely applied both in oral and in discourse (Maisa &
Karunakaran, 2013).
In this research the researcher would like to answer the first benefit of
learning English idioms for English Language Education students. First of all, the
researcher used the theories of vocabulary learning and lexical chunks/approach
as the base. The theory from Thornburry (2002) about lexical approach shows that
the high frequency of words in the form of word combinations like chunks (e.g.
idioms) can improve vocabulary. While according to Curtain & Dahlberg (2004)
about foreign language learning that it can enhance the knowledge of structure
and vocabulary. David Wilkins, the linguist clarifies the significance of
vocabulary in learning foreign language that by learning words and expressions,
the learners will improve their English (Thornburry, 2002, p. 13).
Further, the vocabulary knowledge can enhance other skills such as
reading and writing. The second theory is about lexical approach which points out
that high frequency of words including the form of word combination like
chunks becomes the base of vocabulary learning (Thornburry, 2002, p. 112).
According to Thornburry (2002) lexical chunks have different types and degree of
„chunkiness‟ which also include idioms (p. 115). Based on the theories mentioned,
the researcher would like to give examples of idioms in written context based on
the table in the following page:
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Table 2.2 Vocabulary Building with the Meaning
No. VOCABULARY
1 a back-bencher a less important member of the Commons
2 a cat burglar a burglar who enters house from the roof by climbing
3 a party line, a telephone line shared to two or more people
4 a pretty kettle of
fish a confusing situation
5 a red herring unimportant or irrelevant matter
6 a rubberneck a tourist who turns his head as much as possible when
seeing sightseeing
7 as cool as
cucumber
a person who remains calm in difficult or dangerous
situation
8 babes and
sucklings innocent children
9 bad debts debts which are not expected to be paid
10 bags under the eyes dark skin under the eyes
11 butter-fingers someone who cant‟s hold objects properly or tends to
drop it
12
catch 22 situation a problem that cannot be solved and is impossible to
escape because one problem must be solved before
solving other problems.
13 dog's life a miserably unhappy existence
14 few and far
between rare
15 full of beans energetic, badly mistaken
16 go bankrupt to become insolvent
17 guinea pig the subject for any sort of experiment
18 in a jam in hard situation
19 peeping Tom a person getting pleasure from watching others secretly
20 pressed for the time feeling that one has to hurry
21 puppy fat a fat like on the body of a child and will disappear at
adolescence
22 shadow-cabinet the group of ministers of the parliamentary opposition
23 smart Alec a person who like to show off his cleverness or
knowledge
24 to be a party to
something to take part in it
25 to be all ears to listen eagerly
26 to break prison to escape from prison
27 to burn down to burn to the ground
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28 to do a roaring
trade to do good business and make high profits
29 to drop someone a
line to write to someone
30 to get over an
illness to recover from it completely
31 to go on the sick to give a report to the workplace that you are sick
32 to have green
fingers to be good at gardening
33 to hog the road to drive in the middle of the road
34 to keep off to stay away from
35 to let one's hair
down to relax and enjoy
36 to make someone
redundant
to end a worker's employment because he is no longer
needed
37 to work like a
Trojan to work very hard
(Source: Thomas B. J., Advanced Vocabulary & Idiom,; Dixon J. Robert,
Essential Idioms in English; Seidl, J., & McMordie W., English Idioms and How
to Use them)
Note: The idioms‟ meanings of number 10, 11, 12, 15, 17, 19, 29 the above were
taken from http://idioms.thefreedictionary.com/ and
http://dictionary.reference.com/.
The table above presents vocabulary building on English idioms. It is
presented with the random categories or types of idiom with their meaning. There
are idioms of names, animals, idioms of colours, and other kinds mentioned above.
The English language learners or English Language Education students can learn
each idiom and its meaning in English through repetition or memorizing which is
done through repeated rehearsal of the material (Thornburry, 2002, p. 24). With
the two methods of learning such as memorization and repetition, the learners can
effectively absorb and memorize the chunks of idioms as well as the meaning.
Repetition method can strengthen the memory about expression or chunks stored
in mind. This will assist them to be more advanced in vocabulary knowledge.
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There are many kinds of idioms that often appear in written context as in
many texts in the books, magazines, articles, textbook and especially news
headlines. Some newspaper headlines contain idiomatic expressions that are
difficult to understand. In that situation, the readers may need to understand
several idioms because of most newspaper headlines sound idiomatic as in the
news titled Minna’s skirts all the rage taken from http://www.burtonmail.co.uk/
News/Minnas-skirts-are-all-the-rage-.htm (Appendix 3). It contains the idiom, all
the rage (Jones, 1990, p. 14) which means to be very popular at particular time
(dictionary.cambridge.org). Idioms in news headlines also appear in the leading
city newspaper such as Daily News and New York Post.
The researcher has cited some idioms from those two city newspapers
from http://www.newyorker.com/online/blogs/newsdesk/2011/07/murdoch-new-
york-post.html (Appendix 4). The Daily News’ headline is Humble Pie which
means humility forced upon someone; usually under embarrassing situation
(http://dictionary.reference.com). While the New York Post‟s headline is All In
the Family means that something is not for people who are not in our family
(http://www.goenglish.com). The news taken from www.bbc.com/news/world-us-
canada-25565898 titled ‘Obamacare’ health reforms come into force in US
(Appendix 2) contains idioms as well. The idiom, come into force (Jones, 1990, p.
14) means to become effective (http://www.english-
test.net/forum/ftopic3531.html). There are still many idiomatic words in news
headlines or articles. Thus, it might be necessary for readers to enhance their
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28
idioms knowledge through reading. Otherwise, reading English newspapers or
articles will enhance idioms vocabulary.
The most common idioms in written context are phrasal verbs which are
combined from verb plus adverb (Palmer, 1981, p. 80). They can be categorized
as one of idioms because many of them sound idiomatic. The use of phrasal verbs
in written text is shown in the example below:
The story
We had broken out in the desert kingdom and we realized that we had to
get away. Amanda turned up at my apartment three hours late, so we
immediately got the car and set off across the desert. Soon, our petrol supply ran
out, but we managed to beg some from a passing lorry. We were within sight of
the border, when there was a sudden, loud bang, and everything went black. When
I came around, night had fallen and Amanda was watching over me with a
worried expression. It was then that I realized we had driven over a landmine.
Completing the sentences using right phrasal verbs from the story
1. He is still unconscious; I‟ll call you when he (comes around)
2. She was so unhappy at home that she just had to (get away)
3. If you (turn up) late, you won‟t be allowed into the concert
4. We‟ll have to (set off) really early to catch the ferry.
5. Just use a cheque if your cash (runs out)
6. A flu epidemic has (broken out) at work; I hope I don‟t catch it.
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(The story and questions were taken from Naunton J, Think Ahead to First
Certificate, Longman; as cited in Thornburry, 2002, p. 126)
The story above consists of six phrasal verbs which are common in
English. The learners will find those kinds of phrasal verbs either in oral
conversation or texts. From the text, the phrasal verbs which are mentioned cover
broken out (No. 6) meaning to begin suddenly, get away (No. 2) meaning to
escape, turned up (No. 3) meaning to arrive, set off (No. 4) meaning to leave, ran
out (No. 5) meaning to finish, came around (No. 1) meaning to recover
consciousness. After reading the text, the learners should have understood the
meaning of each phrasal verb and therefore, they have to be able to apply the
phrasal verbs if used in different context as in the six questions above.
This kind of story as in written example above can be a good way of
learning idioms. The learners will find so much variety of idioms such as phrasal
verbs which frequently appear in texts particularly. The frequent occurrence of
idioms in text creates an effective way to enhance vocabulary through idioms with
the reading passage especially with the questions that test the comprehension of
those six phrasal verbs. The previous statement is suitable that according to
Thornburry (2002) the high occurrence of idioms like phrasal verbs in the text is
conducive ingredient to successful vocabulary learning (p. 126). He adds that
working out with idiomatic meaning in text contributes to passive vocabulary
knowledge and improve reading skill as well (Thornburry, 2002, p. 128). The
point here, lies on when the learners study the idioms especially with story as the
illustration or passage, it will both escalate the learner‟s vocabulary and the
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reading skill. On the other hand, if the learners know well about idioms
vocabulary, they will be able to understand the reading passage then answer the
question. Simply, involving the learners how to work out with idiomatic meaning
like in reading passage will contribute to passive vocabulary knowledge but also
improve reading skills as well (Thornburry, 2002, p. 128).
The researcher further contends that by learning idioms, the English
language learners especially English Language Education students will achieve
better comprehension on speaking fluency (Nattinger & Carrico, 1992) or
communication particularly if a person interacts or communicates with native
speakers. On the other hand, the learners can achieve what is called by natural
English through learning idioms. It means that learning idioms can help the
learners speak English in informal way (Caro, 2009, p. 129) and with an easy or
relaxed tone (Casas, 1995, p. 59).
2. Achieving fluency in speaking English
Other types of idioms can function to help learners describe human‟s
phenomena, feelings, emotions, characters of someone and the present situation.
This means that idiom is one of non-literal ways to describe person, situation,
time, action, one‟s skill, or object and conveys ideas or intention of speakers. It is
shown in the following page:
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Completing sentences using verbs in the box
1. Hard work – not much money, no time to enjoy yourself. It‟s a (dog's life)
2. I was once (a guinea pig) in a medical experiment to test a new drug
3. Wait a minute! It has been very tiring all day, I need to (let my hair down)
4. If you want to be a successful gardener, of course you‟ve got (to have
green fingers)
5. Someone who can do many different things is called (Jack of all trades).
6. This gambling machine is called (one-armed bandit)
7. I want to (kill the time). The principal's speech has been for hours.
8. Although it was very dangerous but he could manage to be (as cool as
cucumber).
9. It‟s (a pretty kettle of fish). I do not know what decision to take.
10. I‟d like to (drop her a line) by the time I finish this assignment.
11. Johnny used to show his action at night by being (a cat burglar).
12. My mom has (bag under the eyes). She must be unhealthy.
13. 150 convicts managed to (break prison) a month ago.
14. The corruption eradication commission has recently (smelt a rat) among
the officials.
dog‟s life let my hair down Jack of all trades
guinea pig kill the time have green fingers
one-armed bandit drop her a line as cool as cucumber
a pretty kettle of fish break prison smelt a rat
bag under the eyes a cat burglar
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32
(Source: Thomas B. J., Advanced Vocabulary & Idiom,; Dixon J. Robert,
Essential Idioms in English; Seidl, J., & McMordie W., English Idioms and
How to Use them)
The „filling in the blanks questions‟ in the previous page may be very
useful for English Language Education students. With idioms above, English
Language Education students will have better descriptive skill by using non-
literal language like idioms. This is supported by Maisa and Karunakaran (2013)
who explain the use of idioms to describe personality, character, appearance,
work, success, illness, and health (p. 112). While, the idioms above are taken
from random types of idioms each of which helps them to be able to use them in
describing many things. Specifically, the good knowledge on the variety of word
combination such as idioms will become an aid to fluency (Thornburry, 2002,
p.112). The term „fluency‟ in using English is later asserted by Thornburry (2002)
that the capacity to use chunks (e.g. idioms) in conversation will develop fluency.
The theory of fluency is taken from Fillmore (1979) as cited in Brumfitt (1984).
Fluency has four different kinds including the ability to say appropriate things in
a wide range of contexts and to be creative and imaginative in language use such
as creating metaphors, jokes, puns, varying styles, etc. This means that speaking
English more informally or idiomatically can contribute to fluency in English.
Improving fluency is shown through various examples of filling the blank
questions mentioned before.
Of all 14 questions before, there are some aspects that are described like
person‟s situation as in number 1; dog’s life which means to a miserable or
unhappy life, 7; kill the time which means that someone as if wanting to do
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something so that the time can run faster. He or she might be boring, 9; a pretty
kettle of fish meaning to a confusing situation. The skill/capability of a person is
described in number 4; to have green fingers meaning to be good at gardening
and 5; Jack of all trades or someone who can do many different things. The
idioms above also describe an object as in 6; one-armed bandit which means a
gambling machine and one‟s character as in 8; as cool as cucumber (a person
who is always calm in dangerous or difficult situation). The idioms attached in
each question above also describe one‟s activity or action, one‟s experience,
physical appearance, and feeling. Number 10; drop her a line (an activity or
action to write to someone), 13; break prison (an action to escape from prison),
and 3; let may hair down (an activity to feel relaxed) describe the activity or
action of a person. Number 11; a cat burglar which describes a person who likes
to climb the roof by climbing the pipe, 2; a guinea pig (a person who always
becomes a subject of experiment) represents or describes a person‟s bad
experience. Idioms also function to describe one‟s physical appearance and
feeling as in number 12; bag under the eyes (dark skin under the eyes) and 14;
smelt a rat means to suspect something.
Direct interaction absolutely requires interface communication. It
deliberates two speakers or more. The plot or the topic of the conversation may
use many kinds of expressions which sound idiomatic. At this situation, the
speakers are required to understand the topic being discussed especially if it
contains idioms. The previous statement shows that the learners need to figure out
various themes or topics of lexical chunks (idioms) in the conversation which are
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used. This variation can be found in idioms which have different topic to be used
in conversation. Nattinger and Carrico (1992) point out the significance of lexical
chunks or phrases to provide effective and efficient way of interaction about self-
selected topic with other speakers and it will test the speakers how to construct
responses accurately.
In real life, if the speakers want to discuss a certain topic, they can use
idioms according to the theme whether it is about holiday or travel, motoring,
politics or government, telephoning, or about job. Several idioms are classified
according to the theme or situation. Learners who intend to learn idioms according
to the theme of the conversation will know how to use idioms which suit the topic
of the conversation. When they are discussing about business, they can use idioms
like bad debts (see. p. 27, no. 8) which means debts that are not expected to be
paid, go bankrupt (see. p. 28, no. 15) or to become insolvent. If it is about holiday
and travel, a speaker can describe the behaviour of tourist in common with idiom
as in rubberneck (see. p. 27, no. 5) which means a tourist who often turns around
his head for being amazed of sightseeing around him.
People also often discuss about politics and government. They can say
terms of idiom like a back-bencher (see. p. 27, no. 1) which means a less
important member of House of Commons, the shadow-cabinet (see. p 28, no. 22)
meaning the group of Ministers of Parliamentary Opposition. In another situation
as in public relations or job, a superior can use idiomatic expression as in to make
someone redundant (see. p. 29, no. 37) which means to end one‟s employment
because he is no longer needed. The use of idiom in every topic of conversation
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35
will make it varies and more lively. In other words, when it comes to a specific
conversation, the speakers can respond with the appropriate idioms in right
context. Learning idioms according to their theme will enhance learner‟s
vocabulary towards specific idioms.
3. Avoiding Misinterpretation in Conversation
Maisa and Karunakaran (2013), in their research, presents the teachers‟
perspective on the advantages of learning idioms that knowledge on idiomatic
English can promote language fluency in terms of language capacity and give the
learners opportunity to convey message in shorter manner in flowery language (p.
117). The real advantage is learning idiom may assist learners to avoid
misinterpretation when communicating with non-literal language like idioms. It
also depends on how the learners understand the conversation or dialogues
containing idioms (Caro, 2009, p. 133). This notion is also based on the dialogue
example cited from Irujo (1985) and was adapted from Phap (1980). It contains
the misinterpretation in using several idioms. The dialogue example as follows:
Girl : why don‟t you give me a ring some time?
Foreign boy : Oh, no! I don‟t know you well enough to marry you!
Girl : you must be pulling my leg!
Foreign boy : How can I pull your leg? I‟m not even near you!
The dialogue above shows misinterpretation that occurs between the girl
and foreign boy. The girl says „pulling my leg’ which implicitly means to tease her.
She tends to say so in non-literal way rather than saying “you must be teasing me”.
The context of the dialogue above is joking. However, the foreign boy
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36
misinterprets it and supposes that the girl accuses him. In accordance with the
idiom misinterpretation, the speakers who learn idioms will know how to use
them in appropriate situation of the topic being discussed. It will create adequate
understanding of idioms in proper context of conversation. Cacciari and Tabossi
(1988) give illustration about two stories containing non-literal interpretation of
idiom and its literal interpretation. The stories are shown below:
Idiom story
Alice was telling her friend about her brother Bob. “Bob saw someone steal
diamond bracelet in a jewellery shop.” “Did he tell anyone?” the friend asked.
“No,” Alice replied, “he kept it under his hat.”
Literal Story
Grace and Mary were watching a magician perform at their school. For one trick,
he held out a rabbit and made it disappear. Grace couldn‟t figure it out. “Where is
it?” she asked. “It‟s obvious,” Mary replied, “he kept it under his hat.”
Based on the two stories and dialogues above, it can be concluded that the
idiom, kept under one’s hat has two different meanings. Literally, kept under
one’s hat means to keep something as a secret (idioms.thefreedictionary.com). In
that case one has to understand its idiomatic meaning as well to avoid
misunderstanding in conversation. While the conversation between the girl and
the foreign boy ends up with misinterpretation among the two. The foreign boy
cannot get what is meant by the girl‟s utterance. Thus, misunderstanding happens.
Simply, the speakers have to understand what topic or context being
discussed in conversation. In this case, good comprehension on English idioms
contributes a certain kind of concept for learners how to differentiate idioms in
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different context. In short, it means that with the adequate comprehension on
idioms or by learning idioms, the learners will know how to create conversation
containing idiomatic expressions appropriately in right context and situation so
that the utterance will not be ambiguous. Nattinger and Carrico (1992) also point
out that “lexical chunks like idioms help speakers to be able to construct
responses and expressions from word chunks and this goes the same with idioms
as multi-word chunks” (p. 114). According to Nattinger and Carrico (1992) the
knowledge on lexical chunks such as idioms provide effective and efficient way
of interaction about self-selected topic and it will train the speakers to speak
accurately. It also means that learning idioms will give considerable benefits
towards the learners to use idioms in right situation and context.
The explanation above presents the benefits of learning idioms especially
for English Language Education students. There are many benefits of learning
idioms which are visible. Yet, the most significant benefit is that learning idioms
can enhance vocabulary knowledge (Curtain & Dahlberg, 2004). From the stored
vocabulary of idioms and with the good comprehension of idioms, the learners
will be able to use idioms in many kinds of situation either written context or oral
communication. At the end, this will contribute to considerable benefits towards
the learner‟s fluency (Lewis, 1997; Tajali & Tehrani, 2009 as cited in Maisa &
Karunakaran, 2013, pp. 110 -111) in using foreign language.
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CHAPTER III
CONCLUSIONS AND RECOMMENDATIONS
This section presents the conclusions of the study about the benefits of
learning idioms for English learner especially for English Language Education
students as well as the recommendations for future researchers and lecturers of
English Education Study Program.
A. Conclusions
English idioms are widely used by native speakers for daily speech in
informal way. In written context, the English learners will often find idioms in
magazines, articles, and newspaper headlines. This fact shows that idioms play
significant role in English language learning. From the previous chapter, it is
known that learning idioms contributes considerable benefits towards English
language learning and English Language Education students. Regarding to this
statement, thus, what are the benefits of learning English idioms for English
Language Education students?
There are three benefits of learning idioms for English Language
Education students. Firstly, it can enhance the learner’s vocabulary knowledge
and later increases the learner’s ability in reading, writing, and speaking skill. In
Chapter II, the researcher has provided the examples of idioms in discourse such
as reading passage, idiom vocabulary building, dialogues about idioms, and some
idioms that appear in news headlines. They can be good media for learning idioms.
In a nutshell, learning idioms can help English Language Education students to
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39
achieve advanced vocabulary skill which will ease the learners to figure out
idioms which often appear in discourse like articles, common texts, dialogues, etc.
Secondly, the benefit of learning idioms is that English Language
Education students can achieve fluency in using English which means that they
can speak more informally and idiomatically using idioms in a wide range of
contexts. By learning idioms, the learners will understand how to construct and
build expressions or utterances containing non-literal message. As said from the
theory of fluency, the language users have the ability to be creative and
imaginative in language such as using in conversation. Specifically, the English
Language Education students will have good describing skill. This means that by
using idioms, the learners can describe certain phenomena, situation, one’s
physical appearance, one’s character and any others; particularly with simple
language that can represent something as a single unit. In other words, they will
be able to use simpler language which sounds idiomatic.
Thirdly, the further benefit of learning idiom is the learners can avoid
misinterpretation when using non-literal language like idioms particularly. There
are many kinds of types of idioms and many of them have different use and theme.
The use of idiom should be based on the topic of the conversation being discussed.
Thus, with good idiom comprehension on various types of idioms and themes, the
English Language Education students will be able to use them in appropriate topic
of conversation. At the end, by learning idioms the learners will be able to
differentiate the non-literal meaning of idioms and their literal meaning to avoid
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misinterpretation when communicating with native speakers who use idioms on
daily basis.
Learning English idioms triggers the learner to achieve fluency in using
English from the basis of idiom vocabulary. With good comprehension on idioms
vocabulary, the learners are able to exploit idioms in wider context; either in oral
or written communication with non-literal track.
B. Recommendations
The researcher presents some recommendations that may be useful for the
future researchers and the lecturers in the English Education Study Program.
1. For Future Researchers
This study only focuses on the benefits or the positive result of learning
idioms that are visible. There may be some difficulties of learning idioms. Thus,
the future researcher can investigate what difficulties faced by English Language
Education students in learning idioms.
2. For Lecturers of English Education Study Program
Idioms should be widely applied in many context of learning so the
learners can achieve fluency in using English. Thus, the lecturers can participate
more in explicit teaching of idioms by giving the students the authentic materials
of idioms that are closely related to real phenomena.
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APPENDICES
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Appendix 1
Table of Idioms Classifications
(Taken from: (1) Thomas B. J., Advanced Vocabulary & Idiom, (2) Dixon J.
Robert, Essential Idioms in English; (3) Seidl, Jennifer., & McMordie W., English
Idioms and how to use them, (4) http://idioms.thefreedictionary.com, (5)
http://dictionary.reference.com)
Idioms of animals, body, colours, food, names, numbers, and times
No. Categories Idioms Meaning Example
1 Animal dog's life (1) A miserably unhappy
existence (4)
Hard work – not much
money, no time to enjoy
yourself. It’s a dog's life (1)
puppy fat (1)
A fat like on the body of
a child and will
disappear at adolescence
(4)
Little Johnnie’s parents were
worried that he was very big,
but the doctor told them not
to worry as it was only puppy
fat. (1)
pigeon-holes (1)
Open compartments
used for papers, letters,
etc (4)
In offices and hotels, letters
are often placed in little,
open-ended compartments
called pigeon's holes labelled
with letters of the alphabet
(1)
guinea pig (1) The subject for any sort
of experiment (4)
I was once a guinea pig in a
medical experiment to test a
new drug. (1)
frog in my
throat (1)
A person having
problem with his throat
Can I get some water? I have
a frog in my throat (1)
Bookworm (1)
Someone who likes to
read a lot (4)
She’s a bookworm, likes to
read a lot. (1)
to hold one’s
horses (3) to be patient, to wait (4)
Hold your horses! We must
make sure it is empty. (1)
2 Body
to keep one's
fingers crossed
(3)
To hope the best thing
will happen
You had better keep your
fingers crossed although
your father has serious illness
(3)
to let one's hair
down (3) To relax and enjoy
Wait a minute! It has been
very tiring all day, I need to
let my hair down (3)
To say/do
something off-
hand (3)
To do it without
preparation
Our presentation is bad
because we did it off-hand
(3)
To be all ears
(1) To listen eagerly (3)
I will be all ears when you
are ready to tell me what (1)
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happened
to keep an eye
(3) on someone
To observe or watch
carefully
Carl looks very suspicious;
we have to keep an eye on
him frequently (3)
elbow grease (3) a hardwork
I'm not sure he can finish the
task, it is an elbow grease.
(3)
to keep one's
head (3) To remain calm
She always keeps her head
when bad situation comes.
(3)
No. Categories Idioms Meaning Example
3
Color a red herring (1)
Unimportant or
irrelevant matter (3)
In class pupils sometimes
introduce a red herring to
distract the teacher from his
subject (1)
blue eyed-boy
(1)
The favorite of a person
or group (4)
Everyone thinks he’ll be the
Director of the firm one day.
He’s the blue-eyed boy. (1)
a white-collar
job (1) A job for office worker
He said he didn’t want to
have a white-collar job and
sit in an office all day (1)
a black sheep
(1)
A family member who
is considered
undesirable (4)
The rest of the family were
respectable, honest people
but he was always in trouble.
I’m afraid he was a black
sheep. (1)
to have green
fingers (1)
To be good at gardening
(4)
If you want to be a successful
gardener, of course you’ve
got to have green fingers. (1)
4
Food in a jam (1) in hard situation (4)
Oh my God! My wallet is
gone, I’m in a jam! (1)
the salt of the
earth (1)
A person considered as
the noblest part in
society (3)
The priest is very generous
and helpful to the poor. He is
really the salt of the earth.
(1)
piece of cake (1) An easy thing to do (4)
These kind of Math questions
are just piece of cake for me
(1)
butter-fingers
(1)
Someone who cant’s
hold objects properly or
tends to drop it (5)
You dropped of my plate
again? You are really butter-
fingers. (1)
full of beans (1) Energetic, badly
mistaken (4)
The children were full of
beans after watching that
movie. (1)
5
Names
Peeping Tom
(1)
A person getting
pleasure from watching
others secretly (4)
Someone looking through
windows is called a peeping
Tom. (1)
Smart Alec (1) A person who like to
show off his cleverness
He thinks he knows
everything. He's just a smart
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or knowledge (4) Alec (1)
Tom, Dick, or
Harry (1)
Unknown persons who
are not important (4)
He's only interested in rich
people. He won't talk to Tom,
Dick , or Harry. (1)
Jack of all trades
(1)
A skillful man who can
do various kinds of
work (5)
Someone who can do many
different things is called Jack
of all trades. (1)
Bobby (1) A male given name for
policeman (5)
The bobby will catch the
gangster in the streets. (1)
Doubting
Thomas (1)
A person who will not
believe anything without
evidence (5)
There are so many doubting
Thomas who don't believe
how that supernatural
phenomenon happened. (1)
Robbing Peter
to pay Paul (1)
To take something from
certain source and then
use it for another
purpose (5)
So, you borrowed money
from Jim to pay your debt.
That's juts robbing Peter to
pay Paul.(1)
No. Categories Idioms Meaning Example
6
Numbers
One-armed
bandit (1)
A slot machine that is
used for gambling (4)
This gambling machine is
called one-armed bandit. (1)
To have second
thoughts (1)
To consider changing
decision that has been
made
At first she liked him, but
she's beginning to have
second thoughts. (1)
Catch 22
situation (1)
A problem that cannot
be solved and is
impossible to escape
because one problem
must be solved before
solving other problems.
(4)
You can't get a job without
experience without a job you
won't get experience. It's a
catch 22 situation. (1)
One-man band
(1)
A business person who
works alone (4)
Although he has occasional
help, the firm is really a one-
man band. (1)
One-track mind
(1)
Person’s mind on
obsessed thing (5)
He's got a on-track mind. He
only thinks about money. (1)
Four-letter word
(1)
Short word which is
offensive or obscene (5)
The television viewers
protested at the use of four-
letter word. (1)
7
Time
pressed for the
time (1)
Feeling that one has to
hurry (3)
Sorry but, I'm pressed for the
time. I have got to go now!
(1)
To kill time (3)
To do something so that
the time can run faster;
it may be boring (3)
I want to kill the time. The
principal's speech has been
for hours. (1)
In no time (1) Very quickly (5) I can make such an article in
no time. (1)
It’s high time
(3)
It is the time when
something must be (3)
done without more delay
Wake up it's high time!
You'd better go to work. (3)
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To be behind
time (3) To be late (3)
I missed the bus so I was
behind the time to go to
school. (3)
At the same
time (1) Simultaneously (5)
She can do those chores at
the same time (1)
Behind the
times (3) Old-fashioned (3)
Why do you wear that jeans?
It is behind the times. (3)
Idioms of comparisons with adjectives/noun/verbs
No. Idioms of
comparisons Idioms Meaning Example
1 with
adjective or
noun
As like as two
peas in a pod
(3)
Two things or
person who are
alike in appearance
or character (3)
Those two girls are as like
as two peas in a pod. I
cannot differentiate them.
(3)
As warm as
toast (3)
Used of the way
someone is clothed
warmly in winter
(3)
This sweater is as warm as
toast. I never wear this
kind of clothing before. (3)
As cool as
cucumber (3)
A person who
remains calm in
difficult or
dangerous situation
(3)
He is as cool as cucumber
although it was very
dangerous but he could
manage to feel relax. (3)
As red as
beetroot (3)
Someone who
becomes flushed
with anger or
embarrassment. (3)
What is going on with
him? He’s as red as
beetroot. (3)
As dumb as
fish (3)
Used of a stupid
person (3)
I know he is as dumb as
fish in any situation. (3)
As gentle as
a lamb (3)
Used of a well-
behaved child (3)
Don’t worry, my son is as
gentle as lamb. He won't
be annoying. (3)
As greedy as
pig (3)
For person who
eats more than he
needs (3)
Bob is overweight because
he always eats a lot. He is
as greedy as pig. (3)
As sound as
bell (3)
Healthy or in good
condition (3)
Mr. Harold is as sound as
bell. He looks so well. (3)
As trick as
monkey (3) Clever (3)
That little kid is annoying
bus is as tricky as monkey.
(3)
2 with verbs To drink like
a fish (3)
To drink large
quantities of
alcohol (3)
No wonder that he got
drunk. He drank like a fish
last night. (3)
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To eat like a
horse (3)
To eat large
quantities of food
(3)
As usual, Mr. Ben always
eats like a horse wherever
he eats out. (3)
To go like the
wind (3)
To move very fast
(3)
Where is she? She went
like the wind. (3)
To fight like
cat and dog
(3)
To argue violently
(3)
Mr. Smith and Mrs. Smith
fight like cat and dog. It
has been their habit. (3)
To work like
a Trojan (3)
To work very hard
(3)
My dad is our hero. He
works like a Trojan for
family. (3)
To swim like
fish (3)
To swim very well
(3)
She's amazing, can swim
like a fish. (3)
To sleep like
a dog (3)
To sleep very
deeply (3)
It seems that Rin is
extremely exhausted. She
sleeps like a dog. (3)
Other Types of Idioms with Verbs, Adjectives, and Nouns
No. Classification Element Idioms Meaning
1
with adjectives
dead dead right! (3) exactly right (3)
a dead weight (3) very heavy (3)
a dead-end job (3) job without prospect (3)
flat to sing flat (3)
not to reach or keep the
pitch of
note exactly (3)
And that's flat! (3)
used to end an argument
or
tell someone what to do
or not to do (3)
good
for own's good (3) to one's own advantage
(3)
a good drink (3) a large quantity (3)
a good deal (3) Often (3)
hard a hard nut to crack (3) a difficult problem to
solve (3)
hard lines! (3) bad luck (3)
high high and low (3) Everywhere (3)
Pretty
pretty much (3) Almost (3)
a pretty kettle of fish
(3) a confusing situation (3)
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51
short short of (3) except
to have a short temper
(3) to be angry easily
thick to lay it on thick (3) to exaggerate it
thin a thin excuse (3) an unconvincing excuse
2
with nouns
end odds and ends (3) various small articles.
Matters (3)
to no end in vain
to come to a bad end
(3)
to develop in a criminal
case (3)
line
to drop someone a line
(2) to write to someone (3)
in line with (3) in agreement with (3)
mind to keep in mind (2) to remember (3)
to make up one's mind
(2)
To decide or do
something (3)
point to miss the point (3) not to understand
something (3)
way by way of (3) Through (3)
to have one's own way
(3) to do what one wants (3)
word big words (3) Boasting (3)
mark my words! (3) listen to me! (3)
world a man of the world (3) an experienced man (3)
No. Classification Element Idioms Meaning
3
pairs of
adjectives
few and far between
(3) rare (3)
free and easy (3) casual, unworried (3)
4 pairs of nouns body and soul (3) (with) one's entire self (3)
babes and sucklings
(3) innocent children (3)
5
Adjective +
noun phrase
a cat burglar (3)
A burglar who enters
house (3)
from the roof by climbing
flying colors (3)
to accomplish something
with
great success (3)
a hot potato (3)
an awkward issue to deal
with (3)
a sitting duck (3)
a person or object that is
easy to attack (3)
6 bags under the eyes dark skin under the eyes
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52
Noun phrases
(3) (3)
a bed of roses (3) an easy situation (3)
the ins and outs (3) the know the full details
(3)
a bull in a China shop
(3)
a clumsy or an awkward
person (3)
7
adverbial
phrases
on and on (3) without stopping (3)
first and foremost (3) firstly; in the first place
(3)
by and large (3) on the whole (3)
No. Classification Element Idioms Meaning
8
to be +
noun/adjective
phrase
to be a party to
something (3) to take part in it (3)
to be a prey to
something (3) to be troubled by it (3)
9 to be +
prepositional
phrase
to be at daggers drawn
(3) to be enemies (3)
to be in good hands
(3) to be in care (3)
to be off the rails (3) to be in confusion (3)
to be in one's toes (3) ready to act (3)
to be out of one's
depth (3)
engaged in a difficult
work (3)
to be up tree (3) to be In difficulties (3)
to be under someone's
thumb (3)
to be under one's control
(3)
10 with common
verbs
break to break prison (3) to escape from prison (3)
bring to bring something to
light (3) to disclose it (3)
come to come clean (3) to tell the truth (3)
fall to fall flat (3) to be a failure, e.g. a joke,
performance (3)
11 with less
common verbs
to be barking up
the wrong tree (3)
to be making a mistake
(3)
to smell a rat (3)
to suspect that
something's wrong (3)
to stick around (3)
to stay in a place and wait
(3)
to burn midnight oil
(3)
to stay up late for working
or
studying (3)
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Phrasal Verbs
No. Idioms Meaning Example
1 to pick out (2) to choose, select (2) If you want me to treat you to a
dessert, pick one out (2)
2 try on (2) to test (said only of
clothes) (2) Try this brown suit on next (2)
3 call off (2) to cancel (2) The workers call the strike off
(2)
4 put out (2) to extinguish (2) Put your cigarette out in that
ashtray! (2)
5 put off (2) to postpone (2) The meeting was put off until
next week (2)
6 turn around (2) to make an opposite
direction (2)
The man turned his car around.
(2)
7 to wear out (2) to become shabby (2) Rough roads wear my tires out.
(2)
8 to mix up (2) to confuse (2) The postman mixed up my mail.
(2)
9 to keep off (2) to stay away from (2) Keep off the grass! (2)
10 to call down (2) to reprimand (2) Johan was called down by his
boss for coming late. (2)
11 to burn down (2) to burn to the ground (2) Their home burned down and
they had to build a new one. (2)
12 to burn up (2) to burn completely (2) All his books were burned up in
the fire. (2)
13 to burn out (3) to stop functioning (2) If you overload that fuse, you
will burn it out. (2)
14 to take up (3) to study or begin a course
(2)
William wants to take up
medicine. (2)
15 to run over (3) to strike or pass over with
a moving vehicle (2)
The man was run over by a train
and killed. (2)
16 to cut out (3) to remove by cutting, to
stop doing something (2)
I wish I could cut out smoking.
(2)
17 to tear down (3) to demolish (2) They tore down the old building.
(2)
18 to tear up (3) to tear completely into
small pieces (2)
He tore up the letter and threw it
to the air. (2)
19 to cut up (3) To cut completely into
small pieces (2)
The butcher cut the meat up and
weighed it. (2)
20 to think up (3) to invent, discover (2) Every day they think up some
new tricks. (2)
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Idioms from Special Situations
No. Theme Idioms Meaning Example
1
Banking
the rate of
interest (3)
the amount of money
charged by bank (3)
The businessmen checked
the rate of interest (3)
to cross a
cheque (3)
to draw two parallel
lines across it (3)
Wait, I would like to cross
a cheque. (3)
2
Business
bad debts
(3)
debts which are not
expected to be paid
(3)
I cannot imagine that I
have to pay these bad
debts. (3)
on business
(3)
for the purpose of
doing business (3)
We are on business, stop
disturbing me! (3)
to talk
business (3)
to talk about business
(3)
I cannot understand what
they are talking. They are
talking business. (3)
sharp
practices (3)
business dealings
which are not honest
(3)
The more sharp practices
we have, the more benefits
we will get. (3)
3
Buying and
selling
to shop
around (3)
to compare prices at
different shops before
buying (3)
it's better you shop around
to get the best price. (3)
to settle an
account (3) to pay a bill (3)
wait a moment, I've got to
settle an account. (3)
a shop-lifter
(3)
a person who steals in
the shop (3)
he used to be a shop-lifter
(3)
to be in/out
of pocket
(3)
to have/lack money
(3) (3)
but sorry, I can't go, I am
out of money now. (3)
to be up for
sale (3)
to be offered for sale
(3)
The store sells items that
are on sale. (3)
4
health,
illness,
death
to get over
an illness
(3)
to recover from it
completely (3)
By the time I come back,
she will get over an illness
(3)
to catch a
disease (3)
to become ill with it
(3)
I think, Ms. Mia is
catching a disease. (3)
to die by
one's own
hand (3)
to commit suicide (3) to commit suicide (3)
to die before
one's time
(3)
to die young (3) She died by her own hand
two years ago. (3)
to bring
someone
round (3)
to revive him (3) what a poor Joe, he died
before his time. (3)
a a tourist who turns his I have got to bring my
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5
Holiday and
Travel
rubberneck
(3)
head as much as
possible when seeing
sightseeing (3)
brother around. (3)
to put
someone up
(3)
to provide him bed
and food (3)
Funny tourist! he's a
rubberneck. (3)
to go on
holiday (3)
to have vacation by
air, land, sea (3)
I put my girlfriend up
when we had holiday. (3)
to sleep in
the open (3)
to sleep out of doors
(3)
it feels hot here, I'm going
to sleep in the open. (3)
No. Theme Idioms Meaning Example
6
Motoring
to have a
smash (3)
to have quite bad
incident (3)
He had a smash 15 years
ago, that is why he has a
trauma. (3)
a dead end
(3)
a road which does not
lead anywhere (3)
Now we are lost in this
dead end, any idea? (3)
to hog the
road (3)
to drive in the middle
of the road. (3)
The gangsters love to hog
the road. (3)
to put one's
foot down
(3)
to drive fast (3)
Hold your horses! you
don't have to put your foot
down. (3)
7
Politics and
government
a back-
bencher (3)
a less important
member of the
Commons (3)
as we have known, Sir
Alex Schmidt is just a
back-bencher. (3)
the right/left
wing (3)
the parliamentary
members whose
views are more
extreme (3)
The left wing is trying to
be a dictator in the
parliament. (3)
8
telephoning
a party line
(3)
a telephone line
shared to two or more
people (3)
we had a party line
yesterday. (3)
a trunk call
(3)
a long distance call
(3)
That was just a trunk call.
(3)
9 work and
industrial
relations
to make
someone
redundant
(3)
to end a worker's
employment because
he is no longer
needed (3)
Let's say that we are
planning to make him
redundant at this company.
(3)
a white-
collar
worker (3)
an office worker (3) Neither the white-collar
workers nor the blue-collar
workers aren't afraid to
give a strike. (3) a blue-collar
worker (3) a manual worker
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Appendix 2
1 January 2014 Last updated at 10:16
'Obamacare' health reforms come into
force in US
The federal website offering a range of health care plans has suffered a number of
technical problems since its launch in October
Millions of Americans are to receive health insurance cover for the first time as
President Obama's flagship healthcare reforms come into effect.
The reforms are part of the president's aim to ensure affordable healthcare is
available to everyone.
But the policy is controversial and the roll-out of the new system has been beset
with problems.
Some religious-affiliated groups won a last-minute reprieve from being forced to
provide birth control cover.
Supreme Court Justice Sonia Sotomayor temporarily blocked the government
from forcing such groups to offer health insurance that would include
contraception.
She acted at the request of a group of Catholic nuns in Colorado, the Little Sisters
of the Poor, who had earlier lost their request for a preliminary injunction at an
appeals court in Denver.
They had argued that the ruling conflicted with the Catholic Church's stance
against the use of contraceptives.
Glitches
Obamacare setbacks
Nov 27: Year's delay in online insurance enrolment for small businesses
Nov 26: Spanish-language sign-up tool is postponed until December
Nov 22: Enrolment deadline for individuals is pushed back a week in
December
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57
Nov 14: Obama announces insurers can keep customers on existing plans
for another year
Oct 23: Deadline for individuals to avoid penalties is pushed back six
weeks to March 2014
July: Businesses with over 50 workers given until 2015 to provide
insurance or pay a penalty
Under the Affordable Care Act, popularly known as Obamacare, it is now
compulsory for people to have health cover - either provided for by their employer
or by buying one of the private health plans now on offer.
Those who cannot afford it will get help, but those without any insurance will be
fined.
As of 1 January 2014, health insurance companies are also no longer able to deny
coverage to people with pre-existing conditions.
More than 2.1 million people have enrolled so far for private health plans - short
of the government's original target.
But the phased roll-out of the new law has suffered a number of difficulties.
The federal website offering the new health plans was plagued with technical
glitches when it was launched in October. There were long sign-in wait times, log-
in difficulties, insurance account creation problems, slow page loads and outages.
Insurance companies have also announced the cancellation of millions of policies,
saying they did not meet the law's minimum requirements.
This came despite President Obama's promise that people would not be forced to
move from plans they were happy with.
Mr Obama's approval ratings fell in the wake of the problems, but the White
House says things have been fixed, the BBC's Rajini Vaidyanathan reports from
Washington.
Source: http://www.bbc.com/news/world-us-canada-25565898
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Appendix 3
Minna's skirts are all the rage . . .
Published: 10/06/2008 00:00 - Updated: 19/02/2009 09:25
Written by SAMERA KHATOON
A FASHION student is set to follow in the footsteps of the likes of Stella
McCartney, Julien Macdonald and Hussein Chalayan by showcasing her creations
at Graduate Fashion Week.
Minna Ramsay, 22, of Burton Road,
Branston, has been chosen from hundreds
of promising fashion students from around
the country to show off her designs at the
event, which was taking place at London's
Earls Court today.
Miss Ramsay is a final year student at
Manchester Metropolitan University
(MMU) and will be one of 20 MMU
fashion students chosen to showcase their
work.
She said: "I'm so excited to have been
chosen to show my collection at Graduate
Fashion Week, especially considering some
of the designers who started their careers
there, I hope my garments get a great
response."
Miss Ramsay, who one day hopes to develop her own high-end fashion label, is
said to take her inspiration for the collection to be shown from the 1920s,
especially a coat from that era which has been passed down through her family.
She said: "Whatever happens I'm going to enjoy every minute of it."
Manchester Metropolitan University is traditionally one of the strongest fashion
schools in the country, and will also be showing off Miss Ramsay's work at the
University's Manchester Fashion Show on Monday, June 16.
Programme Leader for Fashion at MMU Alison Welsh, said: "It's difficult for
designers starting out to get noticed by the fashion industry and Minna has done
fantastically well to be picked for Graduate Fashion Week."
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59
Graduate Fashion Week offers a selection of the best fashion students from
around the country a platform to show off their talents in front of some of the
biggest names in the business including, Donna Karan, Gucci and Calvin Klein as
well as press and industry professionals from around the globe.
Read more: http://www.burtonmail.co.uk/News/Minnas-skirts-are-all-the-rage-
.htm#ixzz2zguBJWkw
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60
Appendix 4
July 20, 2011
“Frank Talk” in the New York Post?
Posted by Samantha Henig
The New York Post cover this morning was, in some respects, just what you’d
expect the day after James and Rupert Murdoch endured hours of questions from
members of Parliament. The headline: ―ALL IN THE FAMILY.‖ Beside it, a
white-haired man with a furrowed brow and the look that he’d like to be anywhere
but there. The man in question: Dominique Strauss-Kahn. The paper doesn’t even
mention yesterday’s inquiry until Page 35, where an uncharacteristically dry
headline reads: ―Frank Talk at Probe: Murdochs testify in UK.‖ And the family
referred to in the Post headline is that of Tristane Banon, who has accused D.S.K.
of rape. Her mother, Anne Mansouret, says she had a ―consensual but brutal‖ fling
with the former I.M.F. chief.
This is hardly the first example of News Corp. properties shying away from
covering the phone-hacking scandal ensnaring their boss. (We at The New Yorker
have had no such compunction!) But today’s tabloid disparity is particularly
jarring: its rival, the Daily News, came through with the two-inch-high play on
words you’d expect—―HUMBLE PIE.‖
Elsewhere in the press, the coverage was drier, though still front-page: ―Murdochs
Deny That They Knew of Illegal Acts‖; ―Murdochs Apologize to Lawmakers‖;
―Murdochs Are Grilled.‖ One of these things, as ―Sesame Street‖ would sing it, is
not like the others. The passive voice; the implicit focus on those doing the
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grilling rather than the ones doing the denying or apologizing. If I were to say that
the headlines came from today’s front pages of the New York Times, the
Washington Post, and the Wall Street Journal, would anyone struggle to
determine which one came from the News Corp.-owned property?
Source: http://www.newyorker.com/online/blogs/newsdesk/2011/07/murdoch-
new-york-post.html
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