To Augment Idiom Learning Through Augmented Reality and QR Codes: To Showcase the Tip of the Iceberg
Location
1048
Format Type
Event
Format Type
Paper
Start Date
January 2018
End Date
January 2018
Abstract
Technology-infused learning in education has received much attention in the past decades. Among the boatload of technologies, Augmented Reality (AR) has been to date exploited by pedagogues. AR is a facilitative tool that is oft-neglected in language teaching and learning. One prevalent aspect of English language is idiomaticity. Gaining idiomatic competence has posed a unique challenge for language learners. Given its ubiquitous nature, idiomatic competence appears to be an indivisible part of language learning. To exacerbate the situation, learners may claim that they know the meaning of the idiom constituents (literal meaning), however, the figurative meaning of the idiom is often unexplored due to the conceptual semantic image distance - CSI (Liontas, 2002). In this qualitative study, I conducted a multiple case study with 3 participants and different L1. Through this multiple case study, I intended to explore the perceptions of the participants about learning idioms with AR and QR codes. To that end, I developed AR-infused texts and flashcards, observed the way they were treating the material, conducted semi-structured interviews, and online surveys. My discoveries centered on the lexical-image continuum and conceptual semantic Image (CSI) distance (Liontas, 2002) to uncover the interplay between AR and Diffusion model of idiom learning (Liontas, 2002 I will showcase examples of how best to maintain alignment with idiomatic competence, respect students’ prior knowledge, background, and experience to learn idioms in context.
Liontas, J. (2002). Vivid phrasal idioms and the lexical-image continuum. Issues in Applied
Linguistics, 13(1), 59-97. Retrieved from http://scholarship.org/uc/item/19326051.
To Augment Idiom Learning Through Augmented Reality and QR Codes: To Showcase the Tip of the Iceberg
1048
Technology-infused learning in education has received much attention in the past decades. Among the boatload of technologies, Augmented Reality (AR) has been to date exploited by pedagogues. AR is a facilitative tool that is oft-neglected in language teaching and learning. One prevalent aspect of English language is idiomaticity. Gaining idiomatic competence has posed a unique challenge for language learners. Given its ubiquitous nature, idiomatic competence appears to be an indivisible part of language learning. To exacerbate the situation, learners may claim that they know the meaning of the idiom constituents (literal meaning), however, the figurative meaning of the idiom is often unexplored due to the conceptual semantic image distance - CSI (Liontas, 2002). In this qualitative study, I conducted a multiple case study with 3 participants and different L1. Through this multiple case study, I intended to explore the perceptions of the participants about learning idioms with AR and QR codes. To that end, I developed AR-infused texts and flashcards, observed the way they were treating the material, conducted semi-structured interviews, and online surveys. My discoveries centered on the lexical-image continuum and conceptual semantic Image (CSI) distance (Liontas, 2002) to uncover the interplay between AR and Diffusion model of idiom learning (Liontas, 2002 I will showcase examples of how best to maintain alignment with idiomatic competence, respect students’ prior knowledge, background, and experience to learn idioms in context.
Liontas, J. (2002). Vivid phrasal idioms and the lexical-image continuum. Issues in Applied
Linguistics, 13(1), 59-97. Retrieved from http://scholarship.org/uc/item/19326051.
Comments
Breakout Session E