A Proverb Learned is a Proverb Earned: Proverb Instruction in EFL Classrooms

Year 2019, , 57 - 88, 24.03.2019

Nilüfer Can Daşkın , Çiler Hatipoğlu

https://doi.org/10.32601/ejal.543781

Cited By: 4

Abstract

This study aims to reveal the situation
about proverb instruction in EFL classrooms by seeking future English teachers’
opinions. It is based on the argument that proverbs are an important part of
cultural references, figurative, functional and formulaic language; thereby,
they lend themselves well to enhancing communicative competence. This study investigates
what EFL student-teachers think and feel about English proverb instruction, how
they conceptualize proverbs, how they define their knowledge and use of English
proverbs, and what they think about the extent to which their English teachers
and coursebooks at high school taught English proverbs. In doing so, a
questionnaire was designed and administered to freshman EFL student-teachers
and semi-structured interviews were conducted with volunteers. The findings
revealed that despite those student-teachers’ positive attitudes towards
proverb instruction, they did not view their knowledge of English proverbs as
well as the teaching of proverbs by their English teachers and coursebooks at
high school sufficient enough. Furthermore, traditional definitions were
reflected in the participants’ conceptualization of proverbs. The study has
important implications for curriculum and syllabus design in which knowledge of
phraseology in general and proverbs in particular should be incorporated as an
important component of learners’ language competence.

Keywords

Proverb instruction, phraseology, communicative competence, EFL student-teachers

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