Abstract

On the basis of conceptual basis/cultural connotation and the linguistic form of idioms, this paper constructs the cross-conceptual and cross-cultural English and Chinese idiom comparison and classification frameworks. It is used as the theoretical basis to investigate on the intermediate and advanced English-major students’ comprehension of idioms involving metaphor and cultural connotation. The results have shown that idiom types could influence on students’ comprehension; while the influence of L2 proficiency level is not consistent and significant. The conclusions of this paper are as follows: the essence of idiom comprehension in second language is the process of conceptual or cultural transfer. Nevertheless, since the English classroom environment in China is not beneficial to the linguistic form of L2 and the construction of relationship between related conceptual system and cultural connotation, L2 learners could only rely on the conceptual system and cultural connotation transfer related to their native language to understand the L2 idioms, which leads to a lower successful rate of comprehension.  

Key Words: Idiom types; L2 proficiency; idiom comprehension; college students

Contents

Abstract

摘  要

1.-Introduction-1

1.1 Research Background-1

1.2 Aims and Significance of the Study-1

1.3 Organization of the Thesis-2

2. Literature review-2

2.1 Idiom -2

2.1.1 The Concept of idiom-2

2.1.2 L2 Idiom Types-3

2.2 L2 idiom comprehension-4

2.2.1 Traditional Views on L2 Idiom Comprehension-4

2.2.2 Current Views on L2 Idiom Comprehension-5

3. Research Methodology-5

3.1 Research Questions-5

3.2 Research Subjects-5

3.3 Participants-6

3.4 Materials-6

3.5 Procedure-8

4.-Results and Analysis-9

4.1 The Results and Discussion of Research Question One-9

4.2 The Results and Discussion of Rresearch Question Two-11

5.-Conclusion-14

5.1 Major Findings and Implications-14

5.2 Limitations and Future Expectations-15

References-16