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Journals / Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi / 2025 / Cilt: 22 Sayı: 3

Psychological Challenges in Learning and Using Idioms, Colloquialisms, Connotations in Foreign Language

Yabancı Dilde Deyimlerin, Konuşma Dili Sözcüklerin ve Çağrışımların Öğrenimi ve Kullanımında Yaşanan Psikolojik Zorluklar

Nazim Işık(MİLLİ EĞİTİM BAKANLIĞI /SAKARYA ÜNİVERSİTESİ)
Suleyman Kasap(VAN YÜZÜNCÜ YIL ÜNİVERSİTESİ)0000-0001-8367-8789
Pages
1040–1067
Publication Date
2025-12-22
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings indicate that challenges primarily stem from cognitive overload due to reliance on literal translation (e.g., "kick the bucket" as "kovayı tekmelemek") and the subsequent difficulty in mapping figurative meaning across divergent cultural frameworks.

📌 3 Key Takeaways

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Objective & Hypothesis:This study examines psychological challenges regarding the linguistic and cultural barriers faced by Turkish undergraduate learners of English at upper-intermediate level.
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Key Findings & Data:Using a mixed-method approach, researchers analyzed their encounters with idioms in authentic contexts within Turkey, revealing that cultural differences between English and Turkish create significant challenges, particularly in developing cultural competence.
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Conclusion & Impact:Findings indicate that challenges primarily stem from cognitive overload due to reliance on literal translation (e.g., "kick the bucket" as "kovayı tekmelemek") and the subsequent difficulty in mapping figurative meaning across divergent cultural frameworks.
🔬Design:Araştırma Makalesi
📍Scope:2007 Verileri
⚙️Variables:Türk öğrenciler · Psikolojik Zorluk · Dil Öğrenimi

Abstract

This study examines psychological challenges regarding the linguistic and cultural barriers faced by Turkish undergraduate learners of English at upper-intermediate level. Using a mixed-method approach, researchers analyzed their encounters with idioms in authentic contexts within Turkey, revealing that cultural differences between English and Turkish create significant challenges, particularly in developing cultural competence. Findings indicate that challenges primarily stem from cognitive overload due to reliance on literal translation (e.g., "kick the bucket" as "kovayı tekmelemek") and the subsequent difficulty in mapping figurative meaning across divergent cultural frameworks. This necessitates shift from literal to figurative interpretation, additional mental resources, consistent with principles of cognitive load theory. The cognitive strain fuels anxiety and fear of error, amplified by the emotional and cultural dissonance found in concepts like "hospitality" or idiomatic insults (Lantolf & Thorne, 2007). Crucially, the study confirms that exposure to idioms in authentic, low-stress contextualized input significantly mitigates anxiety and boosts learner confidence and motivation. The results affirm that idiomatic competence is a complex socio-cultural negotiation, demanding affective adaptation alongside cognitive effort. The study recommends implementing enhanced language support and culturally sensitive pedagogical strategies to improve students' academic integration and foster a more inclusive educational environment in Türkiye.

Özet

Bu çalışmada, üst-orta düzeyde İngilizce öğrenen Türk lisans öğrencilerinin karşılaştıkları dilsel ve kültürel engellere ilişkin psikolojik zorluklar incelenmektedir. Araştırmacılar, karma yöntem yaklaşımını kullanarak Türkiye'de deyimlerle gerçek bağlamlarda karşılaşmalarını analiz ettiler ve İngilizce ile Türkçe arasındaki kültürel farklılıkların, özellikle kültürel yeterliliğin geliştirilmesinde önemli zorluklar yarattığını ortaya koydular. Bulgular, zorlukların temel olarak, birebir çeviriye güvenmekten (örneğin, "kovayı tekmelemek" olarak " kick the bucket") kaynaklanan bilişsel aşırı yüklenmeden ve sonrasında farklı kültürel çerçevelerde mecazi anlamı eşleştirmede yaşanan zorluktan kaynaklandığını göstermektedir. Bu, bilişsel yük kuramının ilkeleriyle uyumlu olarak, birebir yorumdan (Çeviri) mecazi yoruma geçişi, ek zihinsel kaynakları gerekli kılmaktadır. Bilişsel gerginlik, “hospitality” (Konukseverlik) veya deyimsel aşağılamalar gibi kavramlarda bulunan duygusal ve kültürel uyumsuzlukla daha da artan kaygı ve hata korkusunu körüklüyor (Lantolf & Thorne, 2007). Sonuçlar, deyimlerin yerelleştirilmiş ve düşük stresli bağlamsal açıklamalarla öğretilmesinin, dilbilimsel yeterliliğin sosyo-kültürel ve duygusal adaptasyon gerektiren karmaşık bir müzakere olduğunu doğrulayarak, öğrenci kaygısını azaltıp güven ve motivasyonu artırdığını göstermektedir. Çalışma, öğrencilerin akademik entegrasyonu ve kapsayıcı bir eğitim ortamı için gelişmiş dil desteği ve kültürel duyarlılığa sahip pedagojik stratejiler uygulanmasını önermektedir.

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Cite This Article

Işık, N., Kasap, S. (2025). Psychological Challenges in Learning and Using Idioms, Colloquialisms, Connotations in Foreign Language. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 22 Sayı: 3, 1040–1067. https://doi.org/10.33711/yyuefd.1783209

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