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: 2016-10-23
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Idioms, the interpretation and translation of idioms ()
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Idioms, the interpretation and translation of idioms


I. Introduction..3

II. The interpretation of idioms...4-6

III. The translation of idioms:.7-9

III.1. The strategies in the translation of idioms.9

III.1.1) Using an idiom of similar meaning and form.9-10

IV. Conclusions...11

V. Bibliography...12

I. Introduction.

No teacher can begin to implement the Lexical Approach without a clear
understanding of lexis; this involves one important theoretical
principle, but principally it means a clear view of the essential
concepts of Collocation amd Expressions.

Every teacher is familiar with the difficulty when a student asks Can
you say? and you reply Well, you could say that, but you wouldnt.
The students asks Why?, only to receive the apparently unsatisfactory
answer It just doesnt sound right. However unsatisfactory that answer
and lies at the very heart of a lexical understanding of language. A
clear understanding  of why this is so is indispensable for all language
teachers; it is also helpful if learners themselves gradually develop an
understanding of why it is that their apparently simple question
receives such a see-mingly unhelpful answer. You could, but you
wouldnt could almost be a slogan for the lexical Approach. Why?

The single most fundamental principle of linguistics is the
arbitrariness of the sign. The importance of this principle cannot be
over-emphasized. A particular thing is called a pen in English, while
another thing is called a book, but you cannot usefully ask why these
particular words are used for these particular objects. What is
conventionally called a pen could be called a book, but then that name
would be unlikely to be used in the way we now use it for books, as too
much confusion would almost certainly result. Homophones do occur 
sole, soul  but the meanings are usually so widely separated that there
is little danger of any misunderstanding in context. When they ask What
is the English for?, learners are usually content to record the word
in their vocabulary notebook; they do not ask Why is that the word
for?. But when we consider multi-word items, the classroom becomes
more difficult for the teacher unless she has truly internalized the
concept of the arbitrariness of the sign. When learners ask why,
teachers have an understandable desire and tendency to explain  but
that leads to difficulties if the explanation is theoretically unsound.

All lexical items are arbitrary  they are simply the consensus of what
has bun institutionalized, the agreed language which a particular group
do use, selected from what they could use, actual language as apposed to
theoretically possible language. Pat, pet, pit, pot and put are all
English words, with totally different meanings; sat, set, sit, sot are
also English words, but sut is not a standard item in the lexicon; it
could be used as an English word, but it isnt. Happy Christmas, Merry
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