Teaching foreign languages to young people has become an integral part of the reforms taking place in the educational system. Today, along with mother tongue, it is very important to know foreign languages, because language is the main means of communication.
In the book “Principle of Statehood of Turkmenistan” by our Esteemed Arkadag: “Even now, independent and permanently neutral Turkmenistan’s clear development paths are aimed at finding its place in world development. Because in the context of development, the value given to the world by each nation is a reliable pillar of creativity and wisdom for the future.” [1, p. 7]. In teaching foreign languages, its practical aspect is close to the language learner, that is, the desire of any language learner is the desire to learn, first of all, the pronunciation of the language being studied. In order to learn the language of any nation, it is necessary to study its traditions, customs and history. In teaching foreign language students to speak, the teacher selects the most important language resources for the language learner. It is important to know the legality of language styles in developing speech culture, solving translation problems, writing scientific works, artistic works, and editing them. Stylistic phenomena: stylistic data and its characteristics, stylistic accent, speech style, rules of literary language, rules of stylistics, are important to know for any professional dealing with language, including students of philology [2, p. 8].
Choosing the means and methods necessary for learning foreign languages is the main way to achieve the goal in this field. Idioms are a very effective means in language learning and are a lexical-semantic connection. They are translated as a single unified semantic unit. These are used as independent words and have unique figurative properties. For instance: Gloat over (heşelle kakmak – begenmek), to be an item (äbe-de-jüýje bolmak-ysnyşmak), to put one’s mind at ease (höre-köşe etmek-köşeşdirmek), bruise along (ýazzyny bermek, ökje götermek-gaçmak) and so on.
Idioms are formed over a long period of time according to the characteristics of each language and become a type of phraseological vocabulary. They belong to expressive and stylistic tones. Their importance in speech is great.
The origin and sources of idioms are closely related to the formation of proverbs and their transformation into language wealth. Idioms, just like proverbs, are treasures left to us by sharp, perceptive, observant and ambitious people. Over the centuries, these local idioms have evolved among the people and become ingrained in the language. As expressive idioms have been used over the years, they have been cultivated and perfected in everyday conversation. Even today, idioms, which are a reliable literary tool for artistically and circularly expressing the thoughts and feelings of the listener, are used very actively in the daily lively conversation of the people and in literary literature. Because idioms made up of perfect sentences are central to artistic characterization and circular expression.
For instance: “You are pulling my leg!”. The word for word translation of this idioms is: “Sen aýagymy çekýärsiň!”. When the idiom is translated according to the meaning of the idiom: “Sen meni aldaýarsyň” (In Turkmen language, there is also a phraseological unit “aýagyndan almak” frazeologik birligi hem bardyr). Idioms occur as words, phrases, and sentences in connection with lexicalization in a language.
Scholars interpret the term “idiom” in different ways.
In P.L. Smith’s book “The Phraseology of the English Language”, first published in 1925, the term “idiom” is: “…To designate some feature of the language, mainly phraseological units that are word anomalies that violate the rules of grammar or the laws of logic. ” [3, p. 132] The descriptions in the book are simple, but they do not have much theoretical value, because the term “idiom” is not precisely defined, little attention is paid to the structural and semantic features of these types, and common idioms may have a certain tone or limited use. The author endeavours to show the richness and variety of English phraseology and to determine the source from which it entered the common language. For instance, balykçylaryň dilinden (to fish in troubled waters), awçylaryň dilinden (to keep a dog and bark oneself) geçen, tebigy hadysalara esaslanýan (once in a blue moon).
Another famous English philologist F.R. Palmer distinguishes between idioms, partial idioms, and collocations. Idiom is “a sequence of words in which meaning cannot be predicted from the meanings of the words themselves” ((kick the bucket fly off the handle spill the beans red herring), semantically a global unit, and no grammatical ending) [4, p. 41]. According to Palmer, the use of idioms in speech is subject to various grammatical and syntactic constraints. When the author talks about grammatical constraints, he focuses on idioms where the verb can be put in the past tense (spill the beans-spilled the beans), but the number of nouns cannot be changed (e.g. kick the bucket). “Partial idioms” are understood as combinations of figurative and literal units (make a bed turn one’s back on).
Idioms are relatively constant in their form and do not allow us to determine the general meaning of the unit of literal analysis. Authors tend to understand the concept of “idiom” in a broad sense, including phraseological units, idioms. P.E. Howard lists the following characteristics of idioms: semantic openness, figurative interpretation, and structural invariance [5, p. 15].
Looking at the works of the authors, we see that idioms are divided into several groups according to their structure and semantic features. Also, according to their components, they are classified as colour, clothing, food, earth, water, body parts, nature, science, time, etc. can be divided into meaningful groups.
In the first stages of starting to teach speaking, after learning a vocabulary that will be sufficient for conversation, it is taught to make phrases based on that dictionary, and to make sentences from phrases. Students gradually try to compose a text based on learned phrases, narrate it, and prepare questions for the composed texts. The teacher can present students with a variety of texts (fiction, journalism, or minor science, according to their strengths).
Once the teacher has started working with the students on the texts, one of the tools they need to use in developing the students’ spoken language is idioms. No matter how much the teacher repeats or paraphrases (or reteaches) the texts presented to the students, without them, speaking becomes dull.
When English is taught, the educational level of the students is not at the same level. A few of them are fluent in English, a few are intermediate, and another part are those who want to learn the language (their speaking is underdeveloped). For personal interactions, native English speakers often require the teacher to teach the language more lexically. In this case, the teacher can improve students’ speaking skills by using English idioms. This will help the students communicate better with English speakers. Idioms can be used in any form of speech (whether teaching monologue or dialogue).
When teachers teach English in their work experience, when they encounter idioms, in translating them, teachers do not pay attention to translating the meaning of some words, but translate the idiom as a whole (the concept it expresses in the form of a phrase or sentence), according to its meaning to the students. teaches. For instance:
To give someone cold shoulder (Sowuklyk bilen garamak).
To wear one’s heart upon one’s sleeve (duýgularyňy gizlemezlik).
However, it should be taught that the idiomatic meaning can also be revealed in relation to the meaning it conveys in the context.
For example: Örä goýberiljek atlaryň aýagyny duşa – Indi bu ýigidiňem ayagyny duşamaly.
Bu sese tisginip giden çagajyk bäri bakdy-Idegi ýeten ene derrew bäri bakdy.
Jemal çekizeden gurt etdi-Ýigit ähli gazanjyny gurt etdi.
Öýe girmeli bolanlarynda, olar eşikleriniň çanyny kakdylar-Soňky giren işinde-de onuň çaňyny kakdylar
English and Turkmen languages have similar idioms. Similarities of phrasal verbs, idioms and proverbs in Turkmen and English languages help them to be easily translated. For instance:
Go in one ear and out the other.
Bir gulagyndan girip, beýleki gulagyndan çykýar – Aýdylan zady çalt ýadyňdan çykarmak.
In the blink of an eye.
Göz açyp-ýumasy aralykda-örän gysga wagt aralygynda.
Idioms are frequently used in colloquial language, and many of them are so deeply embedded in our speech that in many cases it is not recognized that they are idiomatic. Idioms make our speech sharper, more emotional, and more interesting to our interlocutors. They also enrich the speaker’s level of knowledge.
As shown in the examples given above, the presence of many other idioms with the same meaning in the English and Turkmen languages makes it easier for Turkmen students to study a foreign language. A teacher should collect such idioms and be able to use them appropriately in their lessons, because teaching idioms to students in English lessons is useful for enriching their spoken language. The meaning of idioms is a source of knowledge about culture and traditions. Whatever idioms the teacher teaches the students, the student who has mastered them greatly is able to think in the language being studied.
References
- Gurbanguly Berdimuhamedow. Türkmeniň döwletlilik yörelgesi. – Aşgabat: TDNG, 2020.
- Şyhyýewa O. Türkmen diliniň stilistikasy. – Aşgabat: TDNG, 2015.
- Smith L.P. Words and idioms. – Constable, 1925.
- Palmer F.R. Semantics. A New Outline. – Cambridge University Press, 1977.
- Howarth P.A. Phraseology in English Academic Writing. Some implications for language learning and dictionary making. – Tubingen: “Niemeyer”, 1996.
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