The pedagogical potential of speech-language therapy materials for the teaching of idiomatic expressions in a foreign language

Abstract

Abstract This work suggests that greater permeability exists between the fields of speech-language therapy and foreign language teaching. A materials analysis was carried out to assess the pedagogical potential of a set of resources emanating from the Anglo-Saxon context. Specifically, seven material sources were selected that focus on pragmatic impairment, and the difficulties in learning idiomatic expressions (or idiomaticity deficit); these cover a publication period from 1992 to 2016. In addition, the strengthening of the links between psycholinguistic experimental research and the teaching of languages is asked for, including in the design of didactic materials. In this sense, the paper discusses the way in which a person with a pragmatic impairment, or a foreign language learner, processes an idiomatic phrase, as it considers that these psycholinguistic data are useful not only for clinical intervention, but also for creating effective didactic materials for the teaching of idiomatic expressions in a foreign language. Finally, regarding the materials analysed here, the typology of activities included in the older examples is reminiscent of structural language teaching methods, whereas, in materials published more recently, the influence of communicative methodologies is present.