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in the globalized world
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COLOUR SYMBOLISM IN IDIOMS AND METHODS OF THEIR
TEACHING TO B1 LEVEL LEARNERS
Isaeva Ekaterina Sergeyevna student of Uzbek State
World Languages University scientific advisor:
Dalieva M.Kh.
Abstract:
The article entitled “Colour symbolism in idioms and methods of their
teaching to B1 level learners” considers color idioms as an important object for study
in science and raises the problem of teaching idioms for students at school. As a result
of the analysis and all the literature, that has been studied on such a topic as color
symbolism, methods for solving this problem have been identified. Moreover, the article
is based on the works and assumptions of several linguists, polyglots, as well as my life
experience. This article is suitable for teachers and all students of any level who are
learning a foreign language.
Key words:
color symbolism, idioms, communication, linguists, methods
To begin with, color symbolism is the use of color as a representation or meaning
of something that is usually specific to a particular culture or society.
For many centuries, writers have been involving the concept of color as a symbol
to help readers get a better understanding of characters, places, events, and ideas. To
convey a deep meaning in something, you can use color symbolism to influence the
reader's memory about the episode of the work by attaching his emotional state or event
to the color. In many ways, we already associate colors with concepts or feelings. It
only makes sense that authors would use the same to convey their own ideas.
Carl Jung was the first in the field for his explorations into the properties and
meanings of colors in our lives. Colors have features that they are able to arise certain
emotions in people. The effect of the placebo becomes quite intense due to the colors
For example, red or orange pills are generally used as stimulants.
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In Linguistics special attention is generally devoted to multi-word expressions that are
syntactically complex and fixed to some degree. These expressions are usually
appertained to by meanings of the term idiom in the Anglo-Saxon tradition (Fraser,
1970; Fillmore, Kay, & O’Connor, 1988; Gibbs, 1993.), and by the term phraseme in
the Romance and Germanic traditions (Burger, Buhofer, & Sialm, 1982; Burger,
Dobrovol’skij, Kuhn, & Norrick, 2007; Mel'cuk, 1995.).
If we compare idioms from different languages, we can notice that the meanings
of colors distinguish depending on the culture and nationality to which the idioms
belong. This idea was the object of a research, carried out at Saint-Petersburg State
University by Vera Mazurova, who comes to the conclusion that “the meaning of (these)
idioms is greatly influenced by either symbolic or historical color associations.” In her
research Mazurova analyses a number of idioms containing colors, for example black
colour in the following idioms:
black dog
(а metaphorical representation of melancholy
or depression:) and
black ox
( meaning misfortune or senium). Pointing out negative
connotation of these idioms, she assumes that negative meaning of mentioned above
idioms is influenced by negative associations connected with this colour in British
culture. Hence, she concludes that interpretation of a colour and an idiom, containing
this colour is determined by cultural aspects of a particular nation.
Color idioms still remain important for the study of linguists. They also play a
significant role in the English language course in schools. In general color idioms are
subtopic of studying idioms for students of level B1. They are mainly studied by
students from grades 9-11. Another problem is idioms can be difficult to learn because
students don't use them in situational contexts,which discourages their use.
I have watched the students of many schools during English lessons. And I came to the
conclusion, that one of the most effective methods of learning idioms is communicative
language teaching (CLT).
Communicative Language Teaching is an approach that aims to achieve
communicative rather than linguistic competence through learner interaction. Born in
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the 1980s, this strategy to language teaching is based on the philosophy that, in order to
learn a language, one must practice using that language to communicate meaning to
others. Ellis (1994) states that one of the main goals of Second Language Acquisition
(SLA) is the description and explanation of the learner's linguistic or communicative
competence.
Teachers who use the CLT approach in English as a Second Language (ESL)
classrooms encourage students to use English. To promote meaningful language use,
ESL teachers can utilize activities that encourage students to speak in the performance
of meaningful tasks. Interaction is both the method and the goal of ESL education.
Communicative competence includes the following aspects of language
knowledge Jack C. Richards (2006) :
•
Knowing how to use language for a range of different purposes and functions
•
Knowing how to vary our use of language according to the setting and the
participants (e.g., knowing when to use formal and informal speech or when to use
language appropriately for written as opposed to spoken communication)
•
Knowing how to produce and understand different types of texts (e.g., narratives,
reports, interviews, conversations)
•
Knowing how to maintain communication despite having limitations in one’s
language knowledge (e.g., through using different kinds of communication strategies).
Idioms often refer to the colloquial style of the language. The more learners will
use idioms in their speech, the more they will increase their knowledge of these idioms.
After the lesson for the 11th grade on the topic of colored idioms, I did a survey.
Which method for learning idioms will
you choose?
■
Communication
■
Traditional method
■
both methods
The data showed that the students memorized almost all the new idioms through
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communication and various exercises, where they had to repeat idioms in speech many
times.
In conclusion, it is obvious, that many things people perceive through colors.
Color idioms have become an important part of the conversational style and gives
brightness and expressiveness to your speech. Therefore, it is significant that students
from school effectively study idioms and use them in their speech.
References:
1.
Westwood, P. (2008). What teachers need to know about Teaching methods.
Camberwell, Vic, ACER Press
2.
Heider, Eleanor Rosch; Olivier, Donald C. (April 1972). "The structure of the color
space in naming and memory for two languages".
3.
F. R. Palmer, Semantics: A new outline. Cambridge: Cambridge University Press,
1976.
4.
Jack C. Richards(2006). Communicative Language Teaching Today, Cambridge
University Press 2006.
5.
https://en.wikipedia.org/wiki/Communicative language teaching
6.
https://www.academia.edu/20603445/A Cognitive Linguistic Study of Colour S
ymbolism
7.
https://en.wikipedia.org/wiki/Color term
8.
https://www.academia.edu/19508086/colour idioms in english
9.
Далиева, Мадина Хабибуллаевна. "THEORETICAL FEATURES OF
POLYSEMY IN LINGUISTIC TEXTS." МЕЖДУНАРОДНЫЙ ЖУРНАЛ
ИСКУССТВО СЛОВА 5.5 (2022).
10.
Dalieva, Madina Khabibullaevna. "Teaching speaking through interactive
activities." NovaInfo. Ru 124 (2021): 41-42.
11.
Khabibullaevna, Dalieva Madina. "CONCEPT AS THE BASIS OF THE
LINGUISTIC PICTURE OF THE WORLD." British View 8.9 (2023).
