A TEXT-BASED APPROACH TO TEACHING PHRASEOLOGICAL UNITS TO FOREIGN LANGUAGE STUDENTS
Keywords:
Phraseological units, foreign language teaching, text-based approach, corpus linguistics, discourse analysis, cognitive linguistics, vocabulary acquisition, communicative competence, authentic texts, contextual learning.Abstract
This article explores the challenges and opportunities involved in teaching phraseological units (PUs) to foreign language students and proposes a text-based approach as a viable solution. It argues that decontextualized learning of PUs is ineffective and that integrating them within authentic texts provides a richer and more meaningful learning experience. The article examines the nature of PUs, their various classifications, and the difficulties they pose for learners. It then outlines the theoretical underpinnings of a text-based approach, drawing on principles of corpus linguistics, discourse analysis, and cognitive linguistics. The proposed methodology emphasizes the importance of noticing, analyzing, and using PUs within authentic texts, promoting both comprehension and production. The article provides practical examples of how this approach can be implemented in the classroom, including activities focusing on contextual analysis, semantic clarification, and productive use of PUs. It concludes by highlighting the benefits of a text-based approach for enhancing learners' communicative competence and fostering a deeper understanding of the target language.
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