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Understanding Idiomaticity in CALL

Understanding Idiomaticity in CALL

John I. Liontas
Copyright: © 2020 |Pages: 24
ISBN13: 9781522596189|ISBN10: 1522596186|EISBN13: 9781522596196
DOI: 10.4018/978-1-5225-9618-9.ch002
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MLA

Liontas, John I. "Understanding Idiomaticity in CALL." Language Learning and Literacy: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2020, pp. 24-47. https://doi.org/10.4018/978-1-5225-9618-9.ch002

APA

Liontas, J. I. (2020). Understanding Idiomaticity in CALL. In I. Management Association (Ed.), Language Learning and Literacy: Breakthroughs in Research and Practice (pp. 24-47). IGI Global. https://doi.org/10.4018/978-1-5225-9618-9.ch002

Chicago

Liontas, John I. "Understanding Idiomaticity in CALL." In Language Learning and Literacy: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 24-47. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-5225-9618-9.ch002

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Abstract

The primary aim of this chapter is to investigate the effectiveness of Computer Assisted Language Learning (CALL) technologies, tools, and resources for figurative language in general and idiom learning in particular. The secondary aim is to explore the CALL training practices affecting the attainment of idiomaticity in English as a second or foreign language. Idiomaticity training is anchored in an online methodology of idiomaticity teaching that takes into account learners' interests and active involvement. Such focus is particularly useful for the purposes of diagnosis and achievement, and the research to date is a promising start to further work on idiomaticity. The chapter provides recommendations for idiomaticity training-and-teaching as well as time-tested practices for further theorizing and research. It is hoped that the practices and recommendations explored here will spur on more research in this vein. Pedagogical and research implications are also discussed.

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