The Effect of a Dual Coding Technique on Idiom Interpretation in ESL/EFL Learners

Abstract

The goal of this study is to examine differences in the interpretation of idioms by EFL learners in Russia and ESL learners living in the USA and analyze a facilitative effect of a dual-coding technique on interpretation of unfamiliar idioms. Firstly, the study investigates an impact that different levels of metaphorical competence may have on interpretation of target idioms. Secondly, the study investigates whether an elucidation technique, which includes a mapping of the literal meaning of target idioms on correct figurative meaning, facilitates the interpretation of unfamiliar idioms. The study concluded that learners with lower levels of metaphorical competence were more likely to interpret idioms literally. In addition, although the technique proved to be effective for all levels, learners with lower levels of metaphorical competence benefited more from the dual-coding technique. Some implications for language educators are discussed.