A Tracking Research On Relationship Between Children's Comprehension Of Text And Their Comprehension Of Ldiom

Idioms have both the literal meaning and metaphorical meaning. A large number of researches on English idioms have been done in the West but domestic research in this area is so little. The primary purpose was to determine the relationship between idiom comprehension and the comprehension of text and literal sentences. Which is much closer between the two relationships?This study uses tracking study methods. This article has a tracking investigation for the children who have poor understanding in texts and idioms. This study includes two stages. In the first stage, fourth graders with different levels in text comprehension were compared in idioms and sentence comprehension task. In the second stage, we investigate the relationship between texts and idioms, focusing on the relationship between an improvement in text comprehension and the development of idiom comprehension.The results show:(1) A log-linear saturated model was computed on the frequencies of idiomatic, literal and filled answers (Type of answer factor) given by less-skilled and skilled text comprehension (Level of text comprehension factor). The association between the two factors yielded significance (x2(2)=47.61,p<0.0001). These two choices have no difference in filling blanks. (2) A log-linear saturated model was carried out having one factor between subjects-Improvement (children who improved in the text comprehension test and children who did not improve)-and two factors within subjects-Type of answer (idiomatic, literal and filled) and Time (stage 1 and Follow-up). The analysis showed that type of answer was significantly associated both with the factor Time (x2(2)=27.6,p<0.001) and with the factor Improvement (x2(2)=12.5, p<0.01). (3) Sentence comprehension explains 14.5% of variance controlling for idiom comprehension at Phase 1, when the improvement in text comprehension is also considered, a further 13.4% of variance is explained。In order to consider the role of sentence and text comprehension separately, a second hierarchical regression was performed, changing the order of entrance of the improvement in text and sentence comprehension, Improvement in text comprehension, patrolling out idiom comprehension at Phase 1 explains 16.9% of variance, When improvement in sentence comprehension is also considered, a further 11.1% of variance is explained.Through research, these conclusions as followed have been drawn:(1) Fourth graders with different text reading comprehension skills differ in their ability to interpret figurative expressions, those who have skilled comprehension prefer the metaphor interpretation while the less-skilled ones prefer the literal interpretation. (2) Children who improved in text comprehension also improved in idiom comprehension; this improvement was, instead, weakly related to an improvement in sentence comprehension. Text comprehension was shown to be more closely related to idiom comprehension than sentence comprehension.