A DISCOURE-BASED APPROACH TO PHRASEOLOGY IN TEACHING
Abstract
When speaking about stylistic use, it is important to handle Pus at discourse level rather than at sentence level (the same applies to separate Pus as illustrations). It is also important to emphasize the cognitive and discoursal aspects. Sentence level studies do not account for the discoursal properties of Pus, which frequently may be used across larger stretches of text. Teaching instantial stylistic use is an essential strategy for raising stylistic awareness. By focusing on the discoursal qualities of use of phraseology, it is possible to develop an appreciation of and a creative approach to figurative meaning. “It takes imagination to learn a language” (McRae1996: 18); and it takes imagination to teach figurative use.
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References
Cambridge International Dictionary of Idioms (1998) gives exercises on pages 456–469 to train the base form and core use with the correct answer supplied by the answer key.
For due criticism of this approach, including cloze exercises, see McCarthy and Carter([1994] 1995). “Instead of targeting words at essential random intervals throughout the text and instead of deleting every nth word or instead of using the exercise to test grammatical knowledge, it will be more productive to draw attention to the specifically discourse properties of the text” (op. cit.: 76).
