Idiom

With reference to the above extract, junior students in Hong Kong local secondary schools learn about idioms by merely memorising the phrases on the handouts prepared by the teachers. Students are commanded to comprehend then memorise the expressions with the Chinese translation in wake of examinations. 

     

Deeming the fact that idiom acquisition is less significant in the syllabus. Teachers seldom manage to spend time to examine the features of idiom with students. This general idiom learning in Hong Kong secondary schools adopt proactive approach. Richards as cited in Liu (Tran, 2011) claimed that teachers, who adopt proactive approach for idiom instruction, take an active role to prepare a list of idioms for students rather than students taking initiatives or partake in investigation of of idioms after-class.

 

According to the law of exercise (Darkin, 1973), students’ repeated revision and memorisation may enhance general language learning. However, students in Hong Kong frequently misuse idioms in their writing and speaking. Liu claimed that teacher who takes an active role has to ensure student could comprehend both register and function of the idioms. (2008)   

 

There are two major factor causing misuse of idioms. It is mainly attributed to the effect of “language transfer”(Lado, 1957). Students learn idioms rely on the native language by just reciting the expressions and Chinese translation. When doing writing, Hong Kong students happen to “think in Chinese, and translate into English”, and accordingly, idioms may be misplaced in an inappropriate context. Besides, referring to Vygotsky’s sociocultural theory, language development requires the involvement of social interaction. As ESL, Hong Kong students grow up in very different cultural setting from English-speaking countries. Students learn idioms in their adolescence, proactive approach mainly focus on the input of idiom - handouts of long-listed idioms. Yet, students speak Cantonese on daily basis, they rarely use idioms during lessons. Therefore, there are least output of idiom. Secondary students are not able to apply and develop idiom learning in social context.

 

Proactive approach adopted in secondary school idiom learning is ineffective for student’s idiom acquisition. As students may misunderstand the context of idioms and use them in inappropriately.