Idiom
Lingua-cultural Approach
The proactive approach most commonly adopted in Hong Kong secondary schools is much less effective than lingua-cultural approach which address the significance of cultures for language acqusition. (Yağiz & Izadpanah, 2013). Hong Kong local students living in a different cultural setting from English-speaking countries. Hong Kong student may struggle to understand and memorise the idiomic expressions (Glenwright, 2005). They merely recite the Chinese translation and the syntatic phrases of idioms instead of comprehending the conventional semantics and acquiring idiomic expressions through peronsal experiences. Worse still, students are urged to use idioms in their writing and speaking. Considering that students do not understand the semantic of the idioms. This may cause excessive yet inappropriate usage of idioms.
Adopting lingua-cultural approach to teaching, students are encouraged to understand the cultural background, hence increase their cultural awareness. (Megrelidze, 2013) Student could naturally converse with a range of idioms by idiom acquistion rather than idiom learning.
Cultural Event
" Learning English is closely related to having a better understanding and appreciation of English-speaking cultures.In December 2008, I, together with all the English teachers, organized the British Week to let students become exposed to the different dimensions of the British culture."
(Lau, 2009)
A secondary school ESL teacher working in Tak Sun Secondary School claimed the importance of the relationship between cultural experiences and language learning or acquisition.(Lau, 2009) Cultural event may expose secondary school students to cultures in English-speaking countries. Comparing to the proactive approach, teaching students idioms through cultural experiences or events may motivate students to learn idioms. Learning idioms is no longer simply a task to be finished. Idiom expressions may become internalised throught blend-in learning of lingua-cultural approach.
Idiom Bulletin Board
Students are required to put up idioms they came across on English-speaking TV shows, songs, newspapers, movies and other possible sources on the idiom bulletin board. This is for them to revise on their encounter on idioms within an English cultural background, which is very important for the sociolinguistic competence (Canale and Swain, 1983).
Reference
Glenwright, P. (2005). "Grammar Error Strike Hard: Language Proficiency Testing of Hong Kong Teachers and the Four "Noes". Journal of Language Identity and Education 4: 201–226.
Lau, T. (2009). "My philosophy and reflections regarding English Language Education KLA". Retrieved November 21, 2015, from http://www.tsss.edu.hk/staff/tol/TOL's%20Essay%20for%20the%20Chief%20Executive's%20Award%20for%20Teaching%20Excellence.pdf.
Megrelidze, I.G.D.(2013). Lingua-cultural approach to teaching english idioms to georgian students. Faculty of Education and Sciences Batumi ShotaRustaveli State University, Georgia. Retrieved November 21, 2015, from, http://www.nebrija.com/revista-linguistica/lingua-cultural-approach-to-teaching-english-idioms-to-georgian-students.
Yağiz, O. & Izadpanah S. (2013) “Language, Culture, Idioms, and Their Relationship with the Foreign Language” Journal of Language Teaching and Research, 4(5): pp. 953-957. Retrieved November 21, 2015, from,
http://210.6.198.22/ich_flag/www.academypublication.com/issues/past/jltr/vol04/05/07.pdf
