Teachers’ attitudes towards the role of context in enhancing learners’ proverb comprehension and production
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Date
2020
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Oum-El-Bouaghi
Abstract
Teaching proverbs has recently attracted a great amount of interest in language teaching. Although it is difficult for EFL learners to understand proverbs, the majority of teachers in the department of English at Larbi Ben M'Hidi University usually teach them using traditional methods. Therefore, this study aimed at finding out whether EFL teachers have positive attitudes towards using context to improve EFL learners’ proverb comprehension and production and whether they find teaching proverbs to EFL learners of great value. To achieve this aim, a descriptive study was used; a questionnaire was administered online via emails to forty one (41) teachers of Englishat Larbi Ben M’Hidi University of Oum El Bouaghi during the academic year: 2019-2020. Only twenty (20) of them responded. The findings indicate that EFL teachers believe that context, especially the situational one, can effectively facilitate the process of proverbs' learning and teaching and they consider teaching proverbs to EFL learners invaluable. Therefore, teachers should definitely adopt context as a pedagogical strategy by training learners how to use different types of context- based activities in addition to using it for teaching other figurative expressions such as idioms, metaphors…etc.
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Keywords
Proverb, Proverb comprehension, Proverb production, Context