124094 VK BEd 09.2: VK Linguistics and Language Education (2025W)
Continuous assessment of course work
Labels
Teacher: Dr. Barakos Elisabeth
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 08.09.2025 00:00 to Mo 22.09.2025 12:00
- Deregistration possible until Fr 31.10.2025 23:59
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Friday 10.10. 13:00 - 16:30 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
- Friday 24.10. 13:00 - 16:30 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
- Friday 07.11. 13:00 - 16:30 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
- Friday 21.11. 13:00 - 16:30 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
- Friday 05.12. 13:00 - 16:30 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
- Friday 19.12. 13:00 - 16:30 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
- Friday 30.01. 13:00 - 16:30 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Information
Aims, contents and method of the course
Idioms are an important component of proficient language use by speakers of English as a foreign language. Yet, idiomatic expressions are considered difficult to teach because they often contain unpredictable meanings, grammar and collocations, and have special connotations (Cacciari & Tabossi 1993; Moon 2001; Abisamra 2002). Traditional methods that focus on rote learning and memorization have been criticized for treating idioms as isolated entities, without systematic arrangements and authentic circumstances. Current research thus seeks to put idiomatic expressions in a more meaningful learning context for foreign language (L2) learners. In this course, we will investigate how the production and processing of idioms can be studied empirically, and how these insights may contribute to more successful idiom learning and teaching in a classroom setting.To pass the course successfully, students are expected to come to classes and engage actively in class discussions. In addition, they will be asked to hold two short presentations in teams on topics related to the course and write a project report OR their BEd paper on teaching idioms to learners of English.This course combines mini-lectures, assignments, reading-based group work and discussion, and student-directed research work leading to a presentation and a written project report. Students who decide to write their bachelor paper will produce a research paper based on their idioms project (instead of the project report).
Assessment and permitted materials
Continuous assessmentCourse evaluation is based on:
I. assignments and class participation
II. project-based presentations
III. project report OR bachelor paper
I. assignments and class participation
II. project-based presentations
III. project report OR bachelor paper
Minimum requirements and assessment criteria
Minimum requirements:
(a) regular class attendance (max. 2 absences)
(b) submitting all exercises and assignments on time
(c) active engagement in project work and presentation
(d) submitting the VK report OR bachelor paper on time
(e) attaining at least 50% on each of the three parts (see I, II and III above)
(f) refraining from plagiarism in all tasksFinal grades & points achieved:VK only: total = 60 points: ‘1’: 54-60; ‘2’: 48-53; ‘3’: 42-47; ‘4’: 36-41; ‘5’: 0-35
VK+BEd-paper: total = 100 points: ‘1’: 90-100; ‘2’: 80-89; ‘3’: 70-79; ‘4’: 60-69; ‘5’: 0-59
(a) regular class attendance (max. 2 absences)
(b) submitting all exercises and assignments on time
(c) active engagement in project work and presentation
(d) submitting the VK report OR bachelor paper on time
(e) attaining at least 50% on each of the three parts (see I, II and III above)
(f) refraining from plagiarism in all tasksFinal grades & points achieved:VK only: total = 60 points: ‘1’: 54-60; ‘2’: 48-53; ‘3’: 42-47; ‘4’: 36-41; ‘5’: 0-35
VK+BEd-paper: total = 100 points: ‘1’: 90-100; ‘2’: 80-89; ‘3’: 70-79; ‘4’: 60-69; ‘5’: 0-59
Examination topics
Continuous assessment
Engagement in discussion and group work, fulfillment of tasks & assignments, giving two presentations, writing a course paper (either project report or bachelor paper)
Engagement in discussion and group work, fulfillment of tasks & assignments, giving two presentations, writing a course paper (either project report or bachelor paper)
Reading list
Andarab, M. S., & Rouhi, A. (2014). Let’s replace words with pictures: The role of pictures and spatial intelligence in learning English idioms. Theory and Practice in Language Studies, 4(2), 244-254.
Boers, F. (2001). Remembering figurative idioms by hypothesizing about their origin. Prospect, 16(3), 34-43.
Carrol, G., & Segaert, K. (2024). As easy as cake or a piece of pie? Processing idiom variation and the contribution of individual cognitive differences. Memory and Cognition, 52(2), 334–351. https://doi.org/10.3758/s13421-023-01463-x
Ghorbani, M. R. (2017). The synergistic effect of funny pictures and etymological elaboration on promoting EFL learners' idiom retention and recall, Journal of Language and Linguistic Studies, 13(1), 146-155
Karlsson, M. 2019. Idiomatic mastery in a first and second language. Bristol: Multilingual
Matters.
Lakoff, J., & Johnson, M. 1980. Metaphors we live by: Conceptual metaphor in human life.
Chicago: The University of Chicago Press.
Littlemore, J. (2001). The use of metaphor in university lectures and the problems that it causes for overseas students. Teaching in Higher Education, 6(3), 333–349. https://doi.org/10.1080/13562510120061205
Ramonda, K. (2022). A double-edged sword: Metaphor and metonymy through pictures for learning idioms. International Review of Applied Linguistics in Language Teaching, 60(3), 523-561.
Titone, D., Columbus, G., Whitford, V., Mercier, J., Libben, M. (2015). Contrasting bilingual and monolingual idiom processing. In: Heredia, R.R., Cieślicka, A.B. (Eds.), Bilingual Figurative Language Processing. Cambridge University Press, pp. 171-207.
Boers, F. (2001). Remembering figurative idioms by hypothesizing about their origin. Prospect, 16(3), 34-43.
Carrol, G., & Segaert, K. (2024). As easy as cake or a piece of pie? Processing idiom variation and the contribution of individual cognitive differences. Memory and Cognition, 52(2), 334–351. https://doi.org/10.3758/s13421-023-01463-x
Ghorbani, M. R. (2017). The synergistic effect of funny pictures and etymological elaboration on promoting EFL learners' idiom retention and recall, Journal of Language and Linguistic Studies, 13(1), 146-155
Karlsson, M. 2019. Idiomatic mastery in a first and second language. Bristol: Multilingual
Matters.
Lakoff, J., & Johnson, M. 1980. Metaphors we live by: Conceptual metaphor in human life.
Chicago: The University of Chicago Press.
Littlemore, J. (2001). The use of metaphor in university lectures and the problems that it causes for overseas students. Teaching in Higher Education, 6(3), 333–349. https://doi.org/10.1080/13562510120061205
Ramonda, K. (2022). A double-edged sword: Metaphor and metonymy through pictures for learning idioms. International Review of Applied Linguistics in Language Teaching, 60(3), 523-561.
Titone, D., Columbus, G., Whitford, V., Mercier, J., Libben, M. (2015). Contrasting bilingual and monolingual idiom processing. In: Heredia, R.R., Cieślicka, A.B. (Eds.), Bilingual Figurative Language Processing. Cambridge University Press, pp. 171-207.
Association in the course directory
Studium: BEd 046/407
Code/Modul: BEd 09.2
Lehrinhalt: 12-4692
Code/Modul: BEd 09.2
Lehrinhalt: 12-4692
Last modified: Fr 10.10.2025 08:26