Teaching and Learning of Idiomatic Expressions and Multi-word Verbs of English in The Context of Sudan

Appendix – 3

QUESTIONNAIRE FOR LECTURERS OF ENGLISH

AT SUDANESE UNIVERSITIES

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1. Which areas (fields) of the following language disciplines do you teach/lecture in?

· Language: Grammar _______ Pronunciation __________ Vocabulary _______

· Linguistics _____________________

· Applied Linguistics _____________________

· E.L.T. _____________________

· Literature _____________________

2. a) Are you happy about the emphasis/weightage given to the vocabulary course(s), if any, in the English syllabus you are dealing with?

b) If you answer is no, could you please elaborate as to why you are not satisfied:

3. a) Are you satisfied with the position (place) of the sub-components idiomatic expressions & multi-word verbs among other contents of vocabulary course(s)?

Yes__________ No__________ To some extent _____________

b) If your answer is no, could you please elaborate as to why you are not satisfied:

4. Could you please mention the recent literature(s) that you have come across on the teaching/learning of idiomatic expressions and multi-word verbs which you would recommend others to use:

5. Are you 4^th year general B.A./B.A.& Ed. Students’ conversant with the terms idiomatic expressions and multi-word verbs?

Yes ____________ No ___________

6. If you answer to the above question (Q.5) is Yes, can they define them?

______________________ All of them can

______________________ Some of them can

______________________ Only a few can

______________________ None can

______________________ Not sure

7. Are your students inclined (a) to use them in their writing and speech ____________ Or (b) use some avoidance strategy i.e. such as expressing the meaning in a different way? ____________

8. a) Which of the following problems and difficulties your students are most likely to face while learning idiomatic expressions and multi-word verbs?

· The use of the wrong particle and / or preposition with the verb “collocation”. _________________

· Not being able to understand the multi-word verbs which are also idioms. _________________

· Generally, problems arising from the special nature of multi-word verbs: their difficult structural patterns (e.g. with pronouns), their special stress and so on. __________________

b) In general, from your experience, what other problems and difficulties do your students encounter while learning idiomatic expressions and multi-word verbs?

a)

b)

c)

9. Do you think that idiomatic expressions (abbreviated as IEX) and multi-word verbs (abbreviated as MWV) are important areas of everyday English (language) use?

Yes ______________ No _____________

If your answer is Yes, state clearly their importance for the foreign learners.

a)

b)

d

10. I. One of the most difficult areas of English for the foreign learners are IEX &

MWV.

Yes _________ No ___________

II. What problems and difficulties you have yourself faced while teaching idiomatic expressions and multi-word verbs?

a)

b)

c)

11 Let us suppose that your students me this sentence while reading a book or a newspaper, The dealer may round off the price to 600 pounds.

Have they any difficulty in understanding round off?

Yes _____________ No _____________ More or less ________________

12. Could your students comprehend the “multi-word verb” put up with in the following context I can’t put up with this noise?

Yes _____________ No _____________ More or less ________________

13. Could they understand for instance, for good as meaning for ever, in the following context. He left for good.

Yes _____________ No _____________ More or less ________________

14. Do they associate (confuse) idiomatic expressions with proverbs and colloquial language?

Yes _____________ No _____________ More or less ________________

15. Do you agree that the best way to teach/learn idiomatic expressions (IEX) and multi-word verbs (MWV) is to treat them as new items and try to encourage the learners to guess their meaning from situation and context?

Yes _____________ No _____________ More or less ________________

16. Could I have your comments o the following statements: Please express your pinion by giving a tick mark ( P ) in the grid against each statement:

Statements	Strongly Disagree	Disagree	Not sure/ Don’t know	Agree	Strongly agree
a) The possibility of using the same word/language item with different particles or/and prepositions or words that have already established meaning to form/express new meanings make the processes of information retrieval, recalling the lexical items at will, etc., much easier (i.e. language economy and psycholinguistic processing)
b) There is a frequent demand from those possessing the knowledge of EFL that they must have a command of idiomatic expressions in real life situations.
c) It is important to change the view which is based on the hypothesis that mastering of idiomatic expressions and multi-word verbs could be restricted only to the native speakers.
d) The non-native learners often show a tendency to avoid using vocabulary in an idiomatic way.
e) If a teacher/lecturer decides to cover the aspect of MWV systematically the best strategy is probably to concentrate on the particle.
f) Grouping idioms together, and teaching them together, simply because of some words they have in common (e.g. let the cat out of the bag, rain cats and dogs; lead a dog’s life etc) are taught together.
g) Treating idioms as unusually long words and to teach them as one would teach any new word: that is, they occur in a meaningful context.
h) Idiomatic expressions and multi-word verbs are some of those areas of language where a well-motivated learner can make giant strides on his own if he is given the right kind of material to work on (including vocabulary development exercises).
i) In learning/teaching of IEX, MWV, the active involvement in the learning process can be of much greater benefit to the student than simple memorization.

17. Would you recommend that there should be a separate course on idiomatic expressions and multi-word verbs in the university syllabus?

Yes __________ No ___________

…………………………………………………………………………………………………..

Please furnish the following information:

1. Your name :

2. Faculty :

3. University :

4. Education / Qualification :

5. Lecturing / Teaching experience :

*Thank you very much for your kind co-operation.

*RIFAT EISA AWAD (Ph.D. Scholar, Hyderabad Central University, India)