Idioms are a very important part of the English language: you are told that if you want to go far (succeed) you should pull your socks up (make a serious effort to improve your behaviour, the quality of your work, etc.) and use your grey matter (brain).1 Learning and translating idioms have always been very difficult for foreign language learners. The present paper explores some of the reasons why English idiomatic expressions are difficult to learn and translate. It is not the aim of this paper to attempt a comprehensive survey of the vast amount of material that has appeared on idioms in Adams and Kuder (1984), Alexander (1984), Dixon (1983), Kirkpatrick (2001), Langlotz (2006), McCarthy and O'Dell (2002), and Wray (2002), among others. The paper concentrates on idioms as a learning-translation problem; it makes no claim to be comprehensive or academically rigorous. Leech (1989) defines an idiom as follows: “An idiom is a group of two or more words which we have to treat as a unit in learning a language. We cannot arrive at the meaning of the idiom just by adding together the meanings of the words inside it. E.g.John and Mary usedto be hardup (='They had very little money'.)”(P.186) To be more exact, an idiom is a sequence of words which is semantically and syntactically restricted, so that they function as a single unit. From a semantic point of view, the meanings of the individual words cannot be summed to produce the meanings of the idiomatic expression as a whole. Thus, fly off the handle, which means lose one's temper, cannot be understood in terms of the meanings of fly, off, or handle. The idiom phrase hot air, which means empty or boastful talk, is neither hot nor air; with hot air we are dealing with a set phrase where the meaning cannot be suggested on the basis of the two constituent words. The idiomatic meaning of spill the beans in So who spilt the beans (=told the secret) about her affair with David? has nothing to do with beans or with spilling in its literal sense. The foreign-language learner is left trying to figure out where and how the beans were spilt. From a syntactic viewpoint, the constituent parts of an idiom often do not permit the usual variability they display in other contexts. The point to be emphasized here is this: most idioms do not lend themselves easily to manipulation by speakers and writers; they are invariable and must be learned as wholes, but concord ofnumber, person and gender in the idiom phrase is still necessary, i.e. the verbs must be put into the correct form, and pronouns must agree with their antecedents: I don't give a hoot for her opinion! 2 • She doesn't give a hoot for my opinion! etc.)║He won, but only by the skin of his teeth2• She won, but only by the skin of her teeth• Iwon, but only by the skin ofmy teeth,I had to run for the train, and caught it by the skin of myteeth, etc.║He kept pullingmy arm, throwing me off my balance 2 • She kept pulling his arm, throwing him off his balance • We kept pullingher arm, throwingher offher balance, etc.2 The present paper is divided into five parts, as follows: Part I: An Overview; PART II: Learner’s Difficulties with Idioms; PART III: Some Pedagogical recommendations and Suggestions about Idioms; Part IV: Activities to Practice Idiomatic Expressions; Part V: Summary and Conclusion.
Autorías: Naji Kadhim Ali, Saleh Radhi Amish, Wameedh Shamil Kamil. Localización: Revista iberoamericana de psicología del ejercicio y el deporte. Nº. 4, 2022. Artículo de Revista en Dialnet.
This study focused on a fundamental issue which was represented by ability of Iraqi central bank in facing the difficulty of determining the optimal ratio of liquidity in the Iraqi banks in terms of the balancing between its obligations to the depositors and borrowers, and liquidate their funds on one hand and the risks on the other hand.the search aimed for achieving the goals which represented by identifying the possibility of Iraqi banks to apply the regulations rules and instructions issued by central bank of Iraq in determining ratio of liquidity and its appropriate with Iraqi banks action to implement a reasonable profit to&
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Background: Measuring implant stability is an important issue in predicting treatment success. Dental implant stability is usually measured through resonance frequency analysis (RFA). Osstell® RFA devices can be used with transducers (Smartpeg™) that correspond to the implants used as well as with transducers designed for application with Penguin® RFA devices (Multipeg™). Aims: This study aims to assess the reliability of a MultiPeg™ transducer with an Osstell® device in measuring dental implant stability. Materials and Methods: Sixteen healthy participants who required dental implant treatment were enrolled in this study. Implant stability was measured by using an Osstell® device with two transducers, namely, Smartpeg™ and M
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In This paper, we introduce the associated graphs of commutative KU-algebra. Firstly, we define the KU-graph which is determined by all the elements of commutative KU-algebra as vertices. Secondly, the graph of equivalence classes of commutative KU-algebra is studied and several examples are presented. Also, by using the definition of graph folding, we prove that the graph of equivalence classes and the graph folding of commutative KU-algebra are the same, where the graph is complete bipartite graph.
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The culture of theatre performance has a vital role in the process of reading the linguistic and visual signs of the performance. And the process of transforming a theatre performance from its original context into a new hosting cultural context starts from the actual reading of the text. Directors derives their new signs out of his personal culture, depending on the society where they lives and the culture that forms the social conventions, traditions and beliefs. The text is usually written within its own historical and temporal culture. The process of its production usually takes it away from its original culture, when it interprets the codes of the original writer and their visual and linguistic signs and instils new alternative sign
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