LINGUA-CULTURAL APPROACH TO TEACHING ENGLISH IDIOMS TO GEORGIAN STUDENTS

Irine Goshkheteliani, Professor St#!ent Faculty of Education and Sciences Sciences Batumi ShotaRustaveli State University, Georgia igoshkheteliani@yahoo.com

Dea Faculty of

Me reli!"e, Education and

Batumi ShotaRustaveli State University, Georgia deakuna_deako@mail.ru

Goshkheteliani, I; Megrelidze, D. (20 !". #ingua$cultural %&&roach to 'eaching (nglish Idioms to Georgian )tudents. *e+ista ,e-ri.a de #ing/0stica %&licada ! (n1mero es&ecial 2 %ctas de 3ongreso".

A$STRACT

A language has a communicative function. The success of this process much depends ho the spea!er uses his "ac!ground !no ledge. #e should underline the importance of the spea!ers$ cultural a areness, the factors that support the communication, ho language and culture correspond among themselves, ho language reflects the orld through consciousness of the person, ho the individual and collective mentality, ideology and culture are reflected in the language, ho language and culture create a orld picture % primary, from the native language, and secondary, ac&uired hen studying foreign languages. The maintenance of a cultural and national connotation of idioms is interpretation of the figurative "asis of idiomatic picture of the orld in the sign of cultural and national 'space' of this language community. From this point of vie it is possi"le to deduce methodologically important conse&uences( the cultural !no ledge can "e 'caught' from an internal form of the idiom( there are some 'traces' of the cultures, customs and traditions, historical events and life elements and the culture can "e understood as a ay of orientation of the su")ect in empirical, cultural, spiritual life on the "asis of norms, standards, stereotypes, sym"ols, myths, etc. signs of the national culture hich has "een traditionally esta"lished in certain national language society.

Key words( language and culture, idiom, lingua%cultural approach to teaching idioms, the language picture of the orld.

%& INTRODUCCI'N (nglish has -ecome a +ery essential language in Georgia. It is currently the most 4re5uently taught second language and 6hen 6e s&eak a-out its im&ortance, 6e should think ho6 to hel& learners achie+e communicati+e com&etence. #inguistic creati+ity much de&ends on ho6 language is used -y the s&eakers in relation to local conte7tual &ur&oses and es&ecially 4or inter&ersonal interaction. 8ne o4 the main di44iculties is the correct usage o4 an idiom. % 4urther di44iculty is 6hether an idiom is a&&ro&riate in the gi+en conte7t or i4 a non$nati+e s&eaker tries to translate an idiom 4rom his nati+e language into (nglish. It con4uses a listener due to the lack o4 the common ground -et6een their cultures. 'here is nothing that is o-+iously 6rong, -ut someho6 nati+e s&eakers kno6 that they 6ouldn9t e7&ress themsel+es in 5uite that 6ay. #ouisa :ukingham (200;" remarks that (Idioms are 6idely recognized to -e a stum-ling -lock in the ac5uisition o4 a 4oreign language; it is o4ten maintained that their <ar-itrary9, language$s&eci4ic nature makes them di44icult 4or learners to understand and ac5uire, and resistant to translation.=#earningidioms de+elo&s students9 cultural a6areness that -ene4its their &ro&er usage in communication. . 3ulture and #anguage 3ulture and language are means o4 collecti+e co$e7istence and social &ractice ke&t in the memory o4 the society that is created -y the &eo&le during the centuries. 3ultural a6areness hel&s &eo&le to -ecome more understanding and tolerant o4 -eha+iors 6hich are di44erent 4rom their o6n. Di44erence -et6een cultures causes some misunderstandings in the interacti+e communications -et6een a 4oreigner and a nati+e$ s&eaker. Millions o4 &eo&le tra+el around the 6orld and they all need to communicate in some 6ay. 'hey need to ac5uire not only linguistic com&etence -ut cultural a6areness as 6ell. 3ross$cultural in+estigations can &ro+ide materials that assist language learners to deal 6ith the &ro-lems o4 unkno6n en+ironments. 'he nati+e s&eaker &uts in language his 6orld +ision, mentality, and the relation to other &eo&le in cross$cultural dialogue, and the non$nati+e s&eaker recei+es

that +ision. >It is clear that there is a di44erence -et6een the nati+e and the non$nati+e s&eakers9 4ocus 6hen they e+aluate an oral discourse. 'he 4ormer 4ocuses on the +oca-ulary related to the cultural and social 4actors. 8n the other hand, the latter lacks the a-ility to consider such 4actors. 'his is one o4 the ma.or &ro-lems o4 the non$ nati+e s&eakers -oth at &roduction and com&rehension le+el (?enan Dikilita@, 20 2". #anguage and culture e7ist in each indi+idual &erson. 'hat indi+idual is a thinker, a creator, a transmitter o4 the culture, he is the &art o4 the society, and he uses the language 4or communication 6ith other mem-ers o4 this society 6here he is su&&osed to -e understood as they -elong to the same community. :ut the indis&ensa-le condition o4 realization o4 any communication is that a s&eaker and a listener should ha+e a mutual kno6ledge o4 realities or the -ackground kno6ledge as a -asis o4 a language interaction to understand each other. % >#anguage 6orld &icture= gi+es a non$nati+e s&eaker the o&&ortunity to realize the im&licit meaning o4 the +oca-ulary through e7&licit meaning, to understand cumulated unconscious cultural in4ormation +ia -ackground kno6ledge, to in+estigate cultural +alues +ia communicati+e &rocess, to synthesize interrelation and interaction o4 the culture and the language. )&ecial interest should -e dra6n to idioms 6hich are the most di44icult items o4 language. I4 one can use them correctly in the communication, like nati+e s&eakers, 6e say de4initely that one9s (nglish is 4luent. 'he lingua$cultural a&&roach in teaching &hraseology as&ires to -e a&&roached to reality; it is 4ocused on the ma7imum e7&lication o4 &rocesses 6hich occur in the re&roduction and &erce&tion o4 the (nglish idioms. .2 Idiom as a 3ulture$ -ased #anguage Anit %n idiom most o4ten re4lects the national s&eci4icity o4 the &eo&le. It is a 4igurati+e inter&retation o4 reality and an emotional model o4 communication. Idioms are highly interacti+e items. 'hey are strong and color4ul e7am&les o4 cross$cultural relations. 'he source o4 their origin is sometimes di44icult to ascertain. 'hey are 4irmly assimilated in +arious languages and ha+e -ecome &art and the 6hole o4 these cultures. 'he main di44iculty is 6hether an idiom is a&&ro&riate in the gi+en conte7t 6hen a non$nati+e s&eaker tries to translate an idiom 4rom his nati+e language into (nglish. It may con4use a listener. 'he &ro-lem is o4ten one o4 collocation, 6hich is a central characteristic o4 the language in use. 'he 6ay nati+e s&eakers use

(nglish in the real 6orld is largely idiomatic and it assumes that a 4luent non$nati+e s&eaker should -e similarly idiomatic. Bhen e+en +ery good learners o4 the language s&eak or 6rite (nglish, the e44ect is slightly odd. )ince idioms e+aluate the 6hole narrati+e summarizing the main e+ents or o&inion,a nati+e s&eakers9 unconscious kno6ledge o4 collocation is an essential com&onent o4 their idiomatic and 4luent language use and is, there4ore, an im&ortant &art o4 their communicati+e com&etence. % large num-er o4 idioms are o4 4olk origin; ho6e+er, there are huge num-ers o4 the -i-lical, mythological and author$s&eci4ic idioms. ?no6ing culture, literature and traditions o4 di44erent nationalities 6ill hel& the language learner to communicate 6ith a nati+e s&eaker ade5uately. In this 6ay, an idiom is the key, 6hich ena-les &eo&le to o&en the gate o4 the national culture, history, traditions and -elie4s o4 di44erent &eo&le. #uke Crodromouremarks that the lo+e o4 &uns and 6ord&lay, o4ten -ased on idiomatic sayings, is a common 4eature o4 a nati+e s&eakerD >Bhat is striking a-out in4ormal uses o4 (nglish is not only ho6 common the idiom &rinci&le is, -ut .ust ho6 common creati+ity 6ith idioms is among nati+e$s&eakers= (#. Crodromou, 200!, E2". Indeed, the need 4or greater idiomatic com&etence is &recisely 6hat linguists &ro&ose 4or the non$nati+e s&eaker.

)& Tea*hin

I!io+s to Geor ian St#!ents

Georgia aims at creating 4a+ora-le conditions 4or learning 4oreign languages. Georgia, as a mem-er o4 the (uro&ean Anion,has entered in the linguistically and culturally di+erse area. Bithout &ro4ound kno6ledge o4 4oreign languages, students 6ould 4ind it di44icult tointegrate in this area and 4ully realize their o6n &ersonal a-ilities. 'he Georgian national curriculum aims to de+elo& skills o4 communication -ased on >dialogue o4 cultures= that means to res&ect e+ery lingua$cultural identity, creation o4 a &ositi+e attitude and interest to6ards cultural di+ersity and the 6hole 6orld. Criority o-.ecti+es o4 4oreign language teaching are toD $de+elo& adult s&eech skills (listening, reading, 6riting, s&eaking" in at least t6o 4oreign languages;

$ensure de+elo&ing o4 good communication skills; $gi+e a &ositi+e mood linguistic $ cultural di+ersity and realize it as a mani4estation o4 the &ri+ate 6orld o4 di+ersity; $de+elo& the a-ility to understand di44erent cultural conce&ts $&re&are 4or coo&eration in di44erent linguistic $ cultural identity; $de+elo& e44ecti+e teaching o4 language skills. 'he most im&ortant aim o4 learning 4oreign languages is communication 6ith &eo&le o4 di44erent nationalities. 3ultural a6areness means to understand human -eha+iors, traditions and +alues o4 di44erent &eo&le. De+elo&ment o4 multilingualism hel&s a &erson to &ercei+e cultural and language di+ersity. 'he lingua$cultural a&&roach to6ards teaching (nglish 4ocuses on &erce&tion o4 the 6orld through culture F&rismsFD its installations, conce&ts, stereoty&es, sym-ols, standards, ha+ing em&hasized thus a s&ecial role in the &rocess o4 inter&retation. #earning (nglish is 5uite com&licated 4or the Georgian learner, as it is signi4icantly structurally di44erent language 4rom Georgian. 'he reasons 4or mistakes made under the in4luence o4 the Georgian language areD . Incorrect analogy o4 nati+e language (misuse o4 &re&ositions, tenses, &hrasal +er-s, articles, su-.ect$+er- agreement, etc."; 2. % &sychological &rocess o4 ac5uisition o4 (nglish as the &rimary 4oreign language; !. Mistakes caused -y other 4oreign language analogies. :y com&aring the te7ts im&osed on the cultural di+ersity o4 other &eo&le, 6e can hel& students to understand that there are im&ortant &rinci&les o4 truth, -eauty and traditions o4 the culture; in other 6ords, learning a 4oreign language means to o&en the door to +alua-le cultures in the 6orld. 'his &rocess itsel4 re&resents a necessary condition 4or com&rehension o4 uni5ueness, originality o4 di44erent cultures, and the 4ormation o4 &ersonal 5ualities and indi+idual ideas a-out 6orld cultures. (ssential social, &sychological and &edagogical as&ects o4 teaching languages e7ercise the usage o4 the 4oreign language in certain socio$cultural situations 6ith the &ro&er contents, &aying attention to the standards o4 -eha+ior stereoty&ical to di44erent cultures, &ossessing the &articular 4eatures re4lecting the s&eci4ics o4 nati+e s&eakers9 mentality, their similarity and distinctions. 'he lingua$ cultural a&&roach to teaching languages de+elo&s students9 lingua$

cultural com&etence,e7&ands their &ositi+e attitude to cross$cultural relationshi& that creates conditions 4or cross$cultural dialogue and coo&eration, mutual understanding and em&athy &reser+ing and &romoting originality o4 their o6n culture.(44ecti+e and &roducti+e methodology o4 teaching 4oreign languages com-ines the lingua$ cultural and communicati+e com&etence 6ith lingua$didactics. It de4ines the e7istence or a-sence o4 socially use4ul +alues, distinguishes and understands the de&th o4 in4ormation im&lied in the di44erent discourse, it &ro+ides tolerance to +arious cultures in the course o4 +er-al communication, and it com&ensates skills 6hich are under 4ormation in the &rocess o4 language ac5uisition. Ger-al registration o4 thought, language images &lay an e7tremely im&ortant role in s&eech communication, &ro+iding an e7change not only ideas, -ut also emotions. (motion can -e +i+idly e7&ressed in the &hraseology. Mastering 4oreign &hraseology on the -asis o4 the lingua$cultural a&&roach allo6s students to get ac5uainted 6ith 4ragments o4 a language9s image o4 the 6orld 6hich is ne6 4or them though so necessary 4or learning (nglish language.3icoure, %aron G. (200;" remarksD =3hildren gro6 u& in the midst o4 the socially and historically constituted arti4acts and traditions, 6hich ena-les them " to -ene4it 4rom the accumulated kno6ledge and skills o4 their social grou&s; 2" to ac5uire and use cogniti+e re&resentations in the 4orm o4 linguistic sym-ols, analogies and meta&hors constructed 4rom these sym-ols; !" to internalize certain ty&es o4 discourse interactions into the skills o4 Dialogic thinking; E" to de+elo& cultural a6areness. 'he s&eaker accumulates all these skills and kno6ledge to &er4orm creati+e discourse. 'he 4undamental aim o4 con+ersation is 4or each &artici&ant to achie+e the understanding o4 6hat the other intends to con+ey=. (ssential and in4ormati+e acti+ity o4 students should include de+elo&ment o4 the 4ollo6ing a-ilitiesD to use dictionaries and directories; to analyze in &arallel located columns o4 initial, &ro4essionally translated and o6n interlinear translation o4 the te7t; to understand the de&th o4 &utting in4ormation -y distinction o4 language and s&eech norms, di+ergences; to -uild the right strategy 4or clear te7t situations -y attracting additional in4ormation, e7&lanations, etc.; 'o sho6 socio$cultural com&etence, -y ac5uainting national +alues and culture; to e7&ress their o6n o&inion. It is necessary to note that 6hen students accurately realize the &ur&oses and results, they learn to estimate the 4acts 4rom outside, to estimate -oth successes and 4ailures in the course o4 training. Ideally, 6ithout 4ear o4

misunderstanding &eo&le around, they -ecome &artici&ants in the educational &rocess. 8ur aim 6asD " 'o re+eal cultural a6areness o4 (nglish &hraseology,to elicit similarities and distinctions in a 4igurati+e and moti+ational -asis o4 Georgian idioms 6ith the same com&onents; 2" to de4ine meta&horical and 4igurati+e character o4 (nglish and Georgian idioms in the language image o4 the 6orld 4or the educational &ur&oses.!" 'o de+elo& lingua$cultural -asis 4or acti+e usage o4 (nglish idioms in communication. (thno$national and uni+ersal 4eatures o4 the (nglish and Georgian idioms are +i+idly de&icted in the &hraseology 6ith the same Immediate 3onstituents, in &articular, 6ith the semantic center o4 the somatisms, animalisms, color,anthro&onyms and to&onyms. 'heir ade5uate &erce&tion re4lects the mentality and &ro+ides com&rehension not only o4 an (nglish idiom, -ut also modern (nglish culture. *esearch suggests the -est 6ay to teach idioms is task$-ased, coo&erati+e learning in small grou&s and &airs. )tudents elicit in4ormation 4rom the te7ts, trying to guess the meaning o4 the idioms; then they share their suggestions 6ith other grou&s and discuss and try to inter&ret the understanding o4 the culture or tradition o4 the &eo&le through the idiom meaning -y com&aring (nglish and Georgian idioms. 3reati+e use o4 (nglish idioms -y the Georgian students de&ends on the tasks and the e7ercises, and can -e characterized -y the 4ollo6ing didactic &rinci&lesD . Cresentation. 3om&aring and de4ining di44erences or similarities o4 Immediate 3onstituents and the meaning o4 the Georgian and (nglish idioms. 'o outline similarities or di44erences -et6een the (nglish and Georgian idioms the -est 6ay is to &resent them in the conte7t 6here students meet idioms 6hich are 4amiliar to them as they e7ist in their nati+e language and idioms 6hich ha+e no analogy in Georgian. )e+eral idioms are &resented and students are asked to guess the meaning; they recognize idioms that are common in the Georgian #anguage, then .um-led meanings are gi+en and they match them to the idioms. Idioms 6ith soma$center, animalisms, -i-lical &hrases, color idioms are easily guessed, these conce&ts ha+e similar

understanding in -oth languages. (.g. :i-lical idioms e7ist in -oth languages nearly 6ith the same I3 and the meanings. Hor e7am&leD A drop in the bucket-(wveTi zRvaSi) a drop in the sea-A very small proportion of the whole *rigin% Hrom the :i-le, Isaiah E0D I (?ing James Gersion"D F:ehold, the nations are as a dro& o4 a -ucket, and are counted as the small dust o4 the -alanceD -ehold, he taketh u& the isles as a +ery little thing.F K% dro& in the -ucketK is the &redecessor o4 Ka dro& in the oceanK, 6hich means the same thing, and is 4irst 4ound in a &iece 4rom 'he (din-urgh Beekly Journal, July L02D F'he +otes 4or the a&&ointment o4 :ona&arte to -e 3hie4 3onsul 4or li4e are like a dro& in the ocean com&ared 6ith the aggregate o4 the &o&ulation o4 Hrance.= ( htt&DMM666.&hrases.org.ukMmeaningsM 2E000.html " ,or-i!!en arti*le& 8rigin Hor-idden 4ruit originates 4rom the Garden o4 (den -i-le story. 'he -i-lical K4or-idden 4ruitK 6as o4 course the a&&le. In the story the ty&e o4 4ruit isnKt actually mentioned $ God 4or-ade %dam and (+e to touch the 4ruit o4 the tree o4 kno6ledge. It is 6idely inter&reted as -eing an a&&le though and the K%damKs a&&leK is named a4ter the 4ruit 6hich is su&&osed to ha+e stuck in %damKs throat. 'he term -egan to -e used 4igurati+ely in the Nth century. In ;;!, Oeath used it in his Hlagellum; or, the #i4e and Death o4 8li+er 3rom6ellDF'he stealing and tasting o4 the 4or-idden 4ruit o4 )o+ereignty.F (htt&DMM666.&hrases.org.ukMmeaningsM E N00.html " Oere are some idioms that 6ere easily identi4ied -y the students as they 6ere similar in meaning and I3 (Immediate 3onstituent". fr#it-.akr/al#li0ili12A 3rohi-ite!

#elcome someone+something ith open arms % ,- ,-. % gaSlili /ele"iT Se/vda ,Seege"avinmes ,raimes-. To do something "ehind someone0s "ac! % % viRacis 1urgs u!an To turn one0s "ac! upon some"ody % % 1urgi Sea&cia. To "e up to the ears in something % % yure"amdea % ,magaliTad, Seyvare"uli-. To stand on one0s o n t o feet % ,- % mt!ice ,magar- fe/e"1e dgas. Blo out one0s "rains% 2tvinis aRe"a

Be up to the el"o 0s in or! 2 2 yelamde var sa&meSi 3afluli 4eep an eye on smth. or sm".2 2 2 Tvali ge#iros vinme1e an rame1e 5ull the ool over someone0s eyes 2 2 Tvalidan "e vis gamocla 6ave got one0s eye on sm".or smth. 2 ,Tvali daadga vinmes ,rames-. #ith one0s eyes closed 2 2sa&mis Tvalda/u#uli !eTe"a Thro dust in a person0s eyes 2 2 Tvale"Si nacris Seyra *ne0s eyes deceive 2 2 Tvali matyue"s 3an0t "elieve one0s eyes 2 2Tvale"s ver vu)ere" %t this stage students are asked to e7&ress their im&ression o4 the introduced idiom; inter&ret the gi+en &hrase in a 4ree 4orm, ha+ing s&eci4ied its senses and associations, etc. It hel&s them in the identi4ication o4 estimated essence and &erce&tion o4 idioms -y the Georgian students. Most signi4icant in the lingua$cultural a&&roach are

the ans6ers identi4ying the FtracesF o4 cultural inter&retation o4 &hraseology. :asic 6ords or semantic centers (animalisms, somatisms, etc." indicate this or that ty&e o4 in4ormation taken 4rom the idiom 2 denotati+e, 4igurati+e, meta&horical, emoti+e, estimati+e, etc. Mainly, it is the denotati+e &rocessing o4 idioms o&erating 6ith kno6ledge o4 &ro&erties o4 designated, and moti+ational &rocessing, i.e. 8&erations 6ith gestalt structures (image o4 the &hraseological unit" 6hich, in turn, are connected 6ith estimation and emoti+e &rocessing o4 in4ormation.)uch a com&lete &erce&tion o4 the &hraseological unit in all +ersatility o4 its senses is caused -y the essence o4 this language sign and s&eaks a-out a syncretism o4 its semantics. (?o+sho+a, 200P" 2. Cractice. )e5uence; 4rom sim&le to di44icult, 4rom the studies to the unkno6n; re&eata-ility o4 a learnt material should -e taken into consideration. 2. . %nalysis and synthesis o4 idioms 6hich are used in literature and e+eryday s&eech, in concrete s&eech situations; e7&laining and com&aring the meanings o4 (nglish and Georgian idioms. 2.2. Hormation o4 lingua$cultural com&etence that &romotes understanding o4 idioms as 4orms o4 e7&ression o4 national culture, national and cultural s&eci4ics o4 the language. !. Croduction. Asage o4 the idioms in s&eechD dialogues, di44erent situations, &resentations, essays, e+eryday s&eech, etc. (.g. $Gi+e the students a list o4 con+ersational to&ics, some o4 them ones that are easy to talk a-out 6ith strangers in their o6n or other countries (e.g. 6eather", and some o4 6hich are di44icult to talk a-out, ask them to use learnt idioms. $%sk students to remem-er (nglish and Georgian idioms connected 6ith di44erent &u-lic or religious holidays, tell 6hat situations they are used. $ Dra6 t6o intersecting circles on the -oard and la-el them 6ith the names o4 t6o countries, e.g. >(ngland= and >Georgia,= 6rite common idioms into the s&ace 6here the t6o circles intersect, and idioms that are di44erent to the s&aces o4 their res&ecti+e circles outside the intersecting &art. 'here are more &ossi-ilities to train idioms in s&eech.'his is the most im&ortant stage, as it sho6s achie+ed results; this is accurate

and creati+e usage o4 idioms in &ro&er situations.'he creati+eness is a creation o4 a ne6, original image, idea. 'he image is something similar to real$li4e. De+elo&ment o4 creati+e usage o4 idioms &romotes understanding o4 (nglish culture;itaccumulatesstudents9 -right images a-out the language &icture o4 the 6orld.#inguistic creati+ity much de&ends on ho6 language is used -y s&eakers in relation to local conte7tual &ur&oses and es&ecially inter&ersonal interactions 6ith language. 4& Con*l#sion 'he #ingua$cultural a&&roach o4 teaching idioms -roadens cultural a6areness o4 students; they learn not only language -ut the traditions and customs o4 the (nglish &eo&le, they -ecome more tolerant o4 other cultures, they start to res&ect other &eo&le9s -elie4s through the &rism o4 Georgian lingua$cultural heritage. 'he #ingua$cultural method includes t6o as&ects o4 communication $ language and cross$cultural. 8ur students are at least -i$cultural su&&osedly easily guided in national 4eatures, history, culture, customs o4 t6o countries, ci+ilizations, the inner 6orlds. )tatistical methods indicators con4irm that the modern 6orld constantly s&eaks 6ith meta&hors including idioms. 'hat is &ro+ed -y their e7tensi+e use in oral or 6ritten communications. 3onse5uently, no6adays, ne6 e&ochal challenges and &o6er4ul cultural e7&ansion, raise the im&ortance o4 learning 4oreign languages 4or communicati+e &ur&oses. )cientists -elie+e that the most im&ortant data is the study o4 >&hraseological language= (#. :uckingham" o4 di44erent cultures in order to determine their di+erse 4unctions in di44erent culture

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