1 3 2F

See discussions, stats, and author profiles for this publication at: https://www.researchgate.
net/publication/282642590
Examining the Use of Proverbs in Teaching English as Second Language: An

Implication for Secondary School Principals in Nigeria
Article · January 2015
CITATIONS READS
0 2,014
3 authors, including:
Alabere Rabiat Ajoke Md. Kamrul Hasan

Universiti Utara Malaysia, Sintok Kedah Universiti Utara Malaysia
4 PUBLICATIONS 0 CITATIONS 28 PUBLICATIONS 57 CITATIONS
SEE PROFILE SEE PROFILE
Some of the authors of this publication are also working on these related projects:
Newspaper article View project
PhD Thesis View project
All content following this page was uploaded by Md. Kamrul Hasan on 07 October 2015.
The user has requested enhancement of the downloaded file.

ELT VIBES: International E-Journal For Research in ELT
ISSN: 2395-0595
Volume 1, Number.3. 14-28 (2015)
Examining the Use of Proverbs in Teaching English as Second Language: An
Implication for Secondary School Principals in Nigeria
1Alabere Rabiat Ajoke, 2 Md. Kamrul Hasan, 3Yusuf Suleiman
1Doctoral Student, School of Education and Modern Languages, University of Utara Malaysia, Malaysia
2PhD Scholar in Applied Linguistics, School of Education and Modern Languages,

University of Utara Malaysia, Malaysia
3Doctoral Student, School of Education and Modern Languages, University of Utara Malaysia, Malaysia
Abstract
This paper is a pure conceptual paper that examined the use of proverbs in teaching
English as a second language in secondary schools and its implications for school
principals in Nigeria. Proverbs play an important role in language teaching as a part of
gaining cultural knowledge, metaphorical understanding and communicative
competence. The paper carefully looked at the meaning and nature of proverbs. Forms
of proverbs, grammatical structures and usefulness of proverbs were also explained.
Interpretation of proverbs as well as the relationship between aspects of proverbs and
English language learners’ classroom were carefully examined. Conclusively, it was
concluded that proverbs is an important segment in English Language, and it is the art
of every language as well as every culture. Proverbs have been used to spread
knowledge, wisdom and truths about life from ancient times up to the present time.
The study stressed the need for school principals to ensure that qualified teachers are
recruited to teach English Language. Existing teachers should undergo periodic
capacity building programs in order to avail themselves with the new ideas in English
Language.
Key Words: Proverbs, English Language Teaching, English Language Learners.
Cite this article as: Ajoke, A. Hasan, K & Suleiman, Y.(2015). Examining the Use of Proverbs in
Teaching English as Second Language: An Implication for Secondary School Principals in
Nigeria. ELT VIBES: International E-Journal For Research in ELT. 1(3), 14-28. 14
ISSN: 2395-0595
Volume 1, Number.3. 14-28 (2015)
Introduction
Proverbs are known as ‘a wit of one, and the wisdom of many’ by Lord John Russell
(1950). The word proverb comes from Latin word ‘proverbium’ while the study of
proverbs is called paremology from the Greek ‘proverb’ which dates back to the time
of Aristotle. According to Adedimeji (2005), proverb is the short familiar sentence
expressing a supposed truth or moral lesson. It is a saying that requires explanation,
simple and popularly known and repeated. Mieder, (1993) a prominent proverb
scholar, defines the term proverbs as a short, generally known sentence of folk which
contains wisdom, truth, moral and traditional views in a metaphorical, fixed and
memorized form which is handed down from generation to generation. According to
Wright (2002:9), ‘It is impossible to speak, read or listen to English without meeting
idiomatic language. This is not something you can leave until you reach an advanced
level. All native speaker English is idiomatic’.
Mieder (2004) contends that proverbs are found in many parts of the world, but some
have richer stores of proverbs than others. As a result of globalization, English has
spread all over the world as a world language and has been used as a lingua franca for
political, economic, educational, cultural, commercial and social reasons (Nilifer,
2011).Proverbs, therefore, play a role in the teaching English as a second language for
effective communication. According to Rowland (1926),‘Proverb is stick in the mind,
build up vocabulary, illustrate admirably the phraseology and idiomatic expressions
of the foreign tongue, contribute generally to a surer feeling for the foreign tongue and
it consumes very little time’. Proverbs are not only melodic and witty, with rhythm
and imagery but also reflect patterns of thought as proverbs are universal. They are
therefore, useful in students’ discussions of cultural ideas when they compare the
proverbs’ equivalents in different languages.
A lot of researches have been carried out on proverbs all over the world by linguists;
some examine the effect of conceptual metaphor, literary meaning, familiarity,
context, language proficiency, comprehension and interpretation of proverbs using
experimental methods, and such researchers are Cruz, 1995; Kowbel, 2005; Allen, &
Kirsch, 2001 and a host of others while some other researchers investigate whether
ISSN: 2395-0595
Volume 1, Number.3. 14-28 (2015)
proverb comprehension and interpretation differ depending on age e.g. Allen &
Kirsch, 2000; Duthie, Nippold, Billow, & Mansfield, 2008; Uekermann, Thom
&Daum, 2008 etc.). All these are native speakers rather than non-native language
learners. But some studies were carried out on the processing of idioms by second
language learners and non-native speakers, and such researcher are Boers and
Demecheleer (2001) Cooper(1999), Hussein, Khanji, and Makhzoomy (2000)and
Irujo(1986).
Meaning and Nature of Proverbs
The word proverb originates from the Latin word “proverbium” that is the mix of the
prefix pro-significance “forth” and the root verbum important “word”. In this way, the
exacting significance of the word precept is a set of words. There are various
definitions of proverbs based on the perspective of many scholars in the field of
English language. According to Harnish (1993), proverb can be defined as a short
familiar maxim of wisdom words which is usually expressed in form with bold image
that catches the memory. Moriss (2003) sees proverb as a brief, pithy statement saying
constantly and widespread use presenting a truth or fact. Homby (2000) sees proverb
as a well-known sentence or phrase that gives advice that is generally true.
Looking at the above definitions of proverb, one could see that there are various
definitions enumerated by researchers in the field of English language. Morris (2003)
submits that definitions of proverb have features, which is sometimes called proverbial
markers. Barley (1974) focused on features to describe proverbs and develops
characteristics or feature matrix explanations of the proverb with are related items. In
this way, proverb is contrasted and compared with other genres (maxim, riddle,
proverbial phrase) based on the statement form, metaphorical nature and fixed form
Norrick (2007).
In short forms:
ISSN: 2395-0595
Volume 1, Number.3. 14-28 (2015)
Statement Fixed Metaphorical
Proverbial Phrase - + +
Maxim + + -
Riddle - - +/-
Proverb + + +
Furthermore, in tandem with the work of Barley, Norrick (2007) describes the
fuzziness of the type and the scalar features in defining such determined items as he
opines that no proverb can capture all the features that are seems to be prototypical.
For example, one prototypical characteristics of proverbs is that it evokes a scenario
which is can be seen to be generalized to related situations, like The early bird catches
the worm; A stitch in time saves nine. In contrast, proverbs that use literal statements
are: Better late than never, like father like son.
Forms of Proverbs
Basically, there are proverbs can be classified into five, and they are semantic, formal,
literary, cultural and pragmatic aspects.
1. Formal Proverbs – One of the characteristics of proverbs is that it is concise inform. It
consists of seven words as postulated by Mieder (2004). Longer proverbs like “it is
easier for a camel to go through the eye of a needle, than for a man to enter into the
kingdom of God. The shorter the proverbs, the tendency to be more popular. They are
to be because their short forms makes it more unforgettable. Also, proverbs have some
structures that is peculiar to them and these structures makes proverbs to explain things
in few words. The following are common patterns as enumerated by Mieder (2004):
a. Where there’s X, there’s Y (e.g., Where there’s smoke, there’s flame)
ISSN: 2395-0595
Volume 1, Number.3. 14-28 (2015)
b. No X without Y (e.g., No gain without pain)

c. Like X, like Y (e.g., like father, like son)
d. One X does not make a Y (e.g., One swallow does not make a summer)
e. Better X than Y (e.g., Better than never)
f. If X, then Y (e.g., One swallow does not make a summer)
2. Semantic Proverbs – Semantic proverbs have to do with the antonyms and synonyms.
Antonym proverbs entail presenting ideas in a contradictory ways through images that
are related, for example, “A Big Fish in a Small Pond” and “A small pond in a Big
Fish” through various images. Antonym proverbs explain that not all proverbs are
completely truth and their validity is only based on the context they are using it for
(Norrick, 2007). Also, proverbs are said to be synonyms when they explain the ideas
with parallel images. For instance, “Make Hay While the Sunshine”.
3. Literary Proverbs –According to Norrick (1985), literary proverbs encompasses
internal characteristics of proverbs, such as figures of speech and metaphors, and
external characteristics of proverbs, such as alliteration and rhythm, etc. The difference
between these features is prosody and figuration.
4. Cultural Proverbs – Cultural proverbs has to do with metaphorical nature of the

proverbs that makes it culturally overloaded simply because metaphors are seen as
structures with specific cultural and mental representations about aspects of the world.
Metaphor reflects some fundamental part in way people reason, think, and imagine.
Example, “Action speaks louder than words” is an example of cultural proverbs. It
emanated from experiences in the society and it’s culturally oriented. Language
reflects customs, cultural patterns, and lifestyles are reflected in the use of proverbs
(Gibbs, 2006; Kovecses, 2006).
5. Pragmatic Proverbs - The cultural and literary aspects of proverbs pragmatically
makes them important. Based on these aspects, it makes proverbs to be multi-
functional as well making proverbs fulfill all the needs of day to day communication.
Proverbs do not only function as poetic adornments, normally, but also they are used
to meet human’s needs for its own philosophical phrase. Going by the rule, it is more
ISSN: 2395-0595
Volume 1, Number.3. 14-28 (2015)
used for pragmatical and practical purposes in circumstances of day to day

communication (Krikmann, 2005). Specific aspects of pragmatic proverbs can be used
to explain directive and constative uses of some proverbs. Directive mostly uses
imperative proverbs that direct and guide hearer’s action, while constative involves
using proverbs which express an attitude, give advice or explain something (Harnish,
1993).
Functions of Proverbs
The use of proverbs is universal and serves plethora of functions as it’s widely used
by people based on their experiences or cultural perspectives. However, functions of
proverbs are highlighted below according to D’ Angelo (1977) Mieder (1994)
Krikmann (2009) and Obeng (1996):
1. For strengthening arguments
2. To express some certain generalizations
3. To question some behavioral satirize, patterns, social ills at ridiculous situations
4. To embellish writings and speeches
5. To educate, give advice and persuade
6. To rationalize shortcomings
7. To give endorsement to his opinions and statements
8. To forecast
9. To excuse or justify somebody
10. To jeer somebody’s misfortune
11. To engage in riddles and problem solving skills
12. To manipulate or influence other people
13. To accuse someone with something or reproach someone
14. To advice against something, warn something or interdict somebody from something
15. To repent something
The above enumerated functions of proverbs can be identified when those functions
are considered in their context. Actually, proverbs means social situation and this
ISSN: 2395-0595
Volume 1, Number.3. 14-28 (2015)
situational context in turn explains the meaning. In specific situation, the meaning of
proverbs will be revealed (Mieder, 2007).
Usefulness of Proverbs in Language Learning
Proverbs are simple sayings which are used to show common sense and popular
wisdom. They are regarded generally as informal rather than formal language. Thus,
they are mostly used in common everyday spoken language. But as the experience
shows the incorporation of proverbs in the second language classroom is rare, and they
are used as time-fillers and not integrated into a context and are randomly picked from
the dictionaries, which may be archaic. Therefore, the suitability of proverbs in
teaching is due to their form; pithy and easy to learn, rhyme and contain repetition
figures of alliteration and assonance. It is considered that both the structure and the
content of proverbs are useful in ESL teaching especially when it comes to teaching
and understanding of culture.
Proverbs in the classroom can improve students’ learning experiences, language skills,
and their understanding of themselves and the world as:
 Proverbs provide an opportunity for students to be knowledgeable, experts as well as
learners.
 Proverbs provide an opportunity for students to learn about each other and they share
values.
 Proverbs provide opportunity to improve thinking and writing as students proved and
receive information.
 Proverbs provide an opportunity for students to use their home culture as a stepping
stone into school culture.
 Proverbs allow students to gain insight as they discuss their experiences and work out
their understanding meanings of proverbs.
It is therefore best to teach proverbs as they arise in the lessons rather than presenting
them with a list of many proverbs to learn. The reason is that there are many proverbs
that when they are taken out of context, they do not help learning. Students may need
ISSN: 2395-0595
Volume 1, Number.3. 14-28 (2015)
prompting by teachers to get the meaning of proverbs, but they should be able to work
out the meaning of many of them, and because of its universal wisdom students’
mother tongue may have similar proverbs which make it easier to understand.
Proverbs evoke a scenario that is generalized to many similar situations such as, the
early bird catches the worse; A rolling stone gathers no moss; A stitch in time saves
nine. In contrast to this, there are proverbs that make use of literal statements such as,
Like father, like son; the more haste, the less speed; better late than never. Moreover,
there are even those proverbs which are specific to a particular topic and not
generalized. According to Mieder (1971) and Dundes (1975), structural approach to
the meaning of problem was preached in their works, proverbs such as Who pays the
piper, calls the tune; A rolling stone gathers no moss and What the eye doesn’t see,
the heart doesn’t grieve over, can be divided into four.
Examples of Proverbs
 Two wrongs don’t make a right. This proverb means that, when someone has done
something bad to you, trying to get revenge will only make things worse.
 The pen is mightier than the sword: meaning trying to convince people with ideas and
words is more effective than trying to force people to do what you want.
 When the going gets tough, the tough get going: shows that strong people don’t give
up when they come across challenges. They just work harder.
 No man is an island: you can’t live completely independent of your own. Everyone
needs help from other people.
 When you are in Rome, do as the Romans: this means people should act the way the
people around you are acting.
 Fortune favors the brave: people who bravely go after what they want are more
successful than people who try to live safely.
 People who live in glass houses should not throw stones: don’t criticize other people
if you’re not perfect yourself.
ISSN: 2395-0595
Volume 1, Number.3. 14-28 (2015)
 Better late than never: it’s best to do something on time. But if you can’t do it on time,
do it late.
 Birds of same feather flock together: people like to spend time with others who are
similar to them.
 Keep your friends close and your enemies closer: if you have an enemy, pretend to
be friends with them instead of openly fighting with them. That way you can watch
them carefully and figure out what they’re planning.
 Hope for the best, but prepare for the worst: bad things might happen, so be prepared.
 There’s no place like home: your own home is the most comfortable place to be.
 You can’t make an omelet without breaking a few eggs: when you try to do something
great, you will probably make a few people annoyed or angry. Don’t worry about those
people; just focus on the good result.
 God helps those who help themselves: don’t just wait for good things to happen to you.
Work hard to achieve your goals.
 Too many cooks spoil the broth: when there are too many people trying to lead and
give their opinions, it’s confusing and leads to bad results. Jobs and projects should
not have more than two strong leaders.
 Don’t bite the hand that feeds you: if someone is helping you or paying you, you have
to be careful not to make them angry or say bad things about them.
 You can’t judge a book by its cover: things sometimes look different than they really
are. A restaurant that looks old and small might have amazing food.
 Two heads are better than one: when two people cooperate with each other, they come
up with better ideas.
 Honesty is the best policy: do not tell lies
 You can lead a horse to the river, but you can’t force it to drink: if you try to help
someone, but they don’t take your advice or offers, give up. You can’t force someone
to accept your help.
 Don’t count your chickens before they are hatched: your plans might not work out,
so don’t start thinking about what you’ll do after you succeed. Wait until you’ve
already succeeded and then you can think about what to do.
ISSN: 2395-0595
Volume 1, Number.3. 14-28 (2015)
 If you want something done right, you have to do it yourself: don’t trust other people
to do important things for you. You have to do things yourself to control the quality
of the result.
Grammatical Structure of Proverb
Proverbs in various languages are found with a wide variety of grammatical structures.
In English language, for example the following structures are common:
 Imperative – negative structure e.g. Don’t beat a dead horse.
 Imperative – positive structure e.g. Look before you leap.
 Parallel phrase structure e.g. garbage in garbage out
 Rhetorical question e.g. is she a medium?
 Declarative sentence e.g. birds of the same feather flock together.
One needs to remember that the grammar of proverb is not the same as the typical
grammar of the spoken English.
The Use of Proverbs in Conversations

Adults make use of proverbs more often than the children. This is because proverbs
are learned over a long period of time before they can be mastered. Studying proverb
is a bit difficult because the researcher will have to wait for it to be used in conversation
or make it happen. Preferably proverbs can be studied as they are used in literature.
Interpretation of Proverbs
It is often very difficult to interpret proverbs from one culture to another but much
easier to interpret proverbs in one’s own culture; in English culture it can be translated
in different ways. For instance; a rolling stone gather no moss can be interpreted to
mean two different ideas;
ISSN: 2395-0595
Volume 1, Number.3. 14-28 (2015)
 It could mean condemning a person that keeps moving. Therefore, ‘moss’ is being
seen as a positive thing.
 It could also mean praising someone that keeps moving and developing. Thereby,
seeing ‘moss’ as a negative habit.
In other words, proverbs can be interpreted in so many ways as a wise saying in every
culture to give advice about how we should live a life. Proverbs can also be used to
learn common English as they are used in conversation all the time to give advice.
They enhance memorization and model for building sentences.
Proverbs and English Language Classroom Activity
In view of the various forms of proverbs as mentioned earlier, it can be deduced that
the incorporation of proverbs in the English Language classroom will contribute to the
students’ development in terms of cultural and intercultural competences,
metaphorical, pragmatic and organizational competence (i.e. vocabulary, grammar,
pronunciation, four language skills) and to increase their communicative competence
and fluency and naturalness.
1. Proverbs and Its Metaphoric Competence: Looking at figurative language, proverbs
play a vital role in the development of English learners’ in terms of competence and
especially, metaphoric competence. By explanation in its wider sense, metaphoric
competence has to do with the ability to understand and use metaphors (Littlemore &
Low, 2006).The incorporation of idiomatic expressions and metaphoric in English
Language curriculum is important because of the unnaturalness of students’ speech its
literalness (Danesi, 1994).
2. Proverbs and Its Intercultural Competence: The proverbs, looking at it from the
cultural aspects, have vital implication for the development of learners’ intercultural
and cultural competence. In language teaching as a profession, it is recognized that the
mastery of grammar of a language is in isolation from the cultural perspective is not
enough to be communicatively proficient (Peterson & Coltrane, 2003). The culture
that is associated with a language can’t be learned in a few classroom lessons about
folk songs, celebrations, or customs of their area where the language is spoken.
ISSN: 2395-0595
Volume 1, Number.3. 14-28 (2015)
According to Byram, Gribkova and Starkey (2002), the study of proverbs in English
Language across cultures in classroom is good for the two major ideas. Firstly, learner
should be active ethnographer and analyst. The other is native culture of the learners
should be integrated in the English language classroom.
3. Proverbs and Its Pragmatic Competence: Pragmatic proverbs are important to ensure
use of in classroom so as to help language learners to increase their competence
pragmatically. Learners have a good command of grammar of the language but they
do confront problems in the aspect of using language in social setting where they will
need to make a decision about the appropriateness of their language they used
(Bachman, 1990). Little and Low (2006) posit that illocutionary and communicative
competence, which means one’s ability to comprehend the message behind words
which one hears or reads, or to make one’s personal message through the use of worlds
carefully. Manipulative, imaginative, ideational and heuristic functions are important
for the attainment of pragmatic competence.
4. Proverbs And its Fluency and Naturalness: The importance of formulaic expressions
in the use of proverb is a part of formulaic which can increase the fluency of language
learners. Phraseology mastery is a defining feature of a native-like fluency. For
English to be fluent, learner’s needs to avail themselves with not only vocabulary and
knowledge of grammar but also they should have a command of idiom principle
Sinclair (1992).
Implications of the Study to School Principals

In view of the explanations given on the use of proverbs in teaching English as a
second language, there are numerous implications for school principals who can do to
ensure that the schools achieve its aims and objectives. Firstly, school principal should
ensure that qualified and competent English teachers are recruited to teach English
Language in school, and this would enable the school to ensure that students are taught
ISSN: 2395-0595
Volume 1, Number.3. 14-28 (2015)
very well by the capable teachers in school. Secondly, school principal should ensure
adequate training and re-training of teachers teaching English language, and this will
ensure adequate updates of new modern ways of teaching English Language in school.
It will also afford the teachers ample opportunity to solve contemporary challenges in
English Language. Thirdly, school principal should ensure proper implementation of
English Language syllabus by the teachers. Efforts should be put in place by school
principal to make sure that relevant materials on English Language are used by the
teachers to teach in classroom.
Furthermore, effort should be made by school principal to ensure that the four aspects
of proverbs (i.e. pragmatic, cultural and fluency, metaphoric, and cultural) reflect in
the teaching of learners in the classroom for the betterment of them. Lastly, English
Language learners should be encouraged to develop interest in the use of proverbs.
Conclusion
Proverbs can be an effective way of teaching English language. For instance, teaching
vocabulary through the use of proverbs can be an effective technique. Since proverbs
belong to the traditional verbal folklore genre, and the wisdom from proverbs has
served as timeless guidance in social interaction for people all over the world, and they
can be a source for language learning. They are concise, easy to remember and useful
in every situation in life. As teaching aids, English proverbs are expected to improve
learners’ vocabulary learning Mieder, (1985).
In addition, proverbs can be useful as part of language learning tool that can enhance
fluent and natural language production (Yorio, 1980). Therefore, teaching proverbs
can help to produce language more fluently and naturally. Proverbs are effective and
practical tools to teach vocabulary exemplify and practice grammar, pronunciation and
creative use of language. Therefore, English proverbs are expected to motivate
students in mastering the language skills.
Suggestions for Future Studies

The researchers of this study would like to suggest that, future research should extend
the present study by focusing on other areas of proverbs in English Language. Future
ISSN: 2395-0595
Volume 1, Number.3. 14-28 (2015)
research should focus on higher institution of learning to know whether the use of
proverbs is prominent in higher institutions or otherwise. Finally, one can find a
common scenario while teaching proverbs in schools across the world.
References
1) Adedimeji, M.A. 2005. Logical Fallacies and Thirty English Proverbs: A

Truth Conditional Semantic Approach. The Abuja Communicator.(2) 1. pp.
122 – 143.
2) Cooper, T.C. (1999). Processing of idioms by L2 learners of English. TESOL
Quarterly, 33(2).pp. 233-262.
3) Mieder Ed. (2008).Wise Words. Essays on the Proverb. New York: Garland
Publishing Inc, 297-316
4) Mieder, Wolfgang. 1993. Proverbs Are Never Out of Season. Popular Wisdom
in the Modern Age. New York: Oxford University Press.
5) Mieder, Wolfgang. (2004).Proverbs- A Handbook. Westport, CT: Greenwood
Press.
6) Mohammad,J .R &Elham, B.(2014).The effect of proverbs on learning
vocabulary through visual organizers: IJELT,2(4), pp.16-32
7) Rowland, Durbin. (1926).The use of proverbs in beginners’ classes in the
modern languages. Modern Language Journal11. pp.89-92
8) Yorio, C.A (1980).Conventionalized language forms and the development of
communicative competence. TESOL Quarterly, 14(4), pp.433-442.
Authors Bio-note
Alabere Rabiat Ajoke holds M. Ed in English language and B.A. Ed in English from
University of Ilorin, Nigeria. She is currently working as Principal Lecturer at College
of Arabic and Islamic Legal Studies, Ilorin. She has been teaching English language
for more than fifteen tears. Her interest covers teaching ESL and Methodology.
Md. Kamrul Hassan holds M. Phil. and M.A. in Linguistics and B. A. (Hons) in
English from University of Delhi, India. He is currently working as an assistant
ISSN: 2395-0595
Volume 1, Number.3. 14-28 (2015)
professor in English Language Institute at United International University,

Dhanmondi, Dhaka, Bangladesh. He has got nine internationally published peer–
reviewed journal articles under his belt; his interest covers ELT, Sociolinguistics and
SLA.
Yusuf Suleiman is currently a Doctoral Student at School of Education and Modern
Languages, Universiti Utara Malaysia. He's a staff of Kwara State Universal Basic
Education Board in Nigeria. His area of specialization are students' personnel services,
capacity building and data analysis. He bagged his NCE, B.ED, and M.ED at Kwara
State College of Education Ilorin and University of Ilorin, Nigeria respectively. He's
a member of Nigerian Institute of Management (NIM) as well as member of British
Educational Leadership, Management and Administration Society.
View publication stats

1 3 2F

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1 3 2F

Uploaded by

Copyright:

Available Formats

See discussions, stats, and author profiles for this publication at: https://www.researchgate.

Examining the Use of Proverbs in Teaching English as Second Language: An

Article · January 2015

Alabere Rabiat Ajoke Md. Kamrul Hasan

SEE PROFILE SEE PROFILE

Newspaper article View project

PhD Thesis View project

The user has requested enhancement of the downloaded file.

Examining the Use of Proverbs in Teaching English as Second Language: An

Implication for Secondary School Principals in Nigeria

1Alabere Rabiat Ajoke, 2 Md. Kamrul Hasan, 3Yusuf Suleiman

2PhD Scholar in Applied Linguistics, School of Education and Modern Languages,

Key Words: Proverbs, English Language Teaching, English Language Learners.

Statement Fixed Metaphorical

b. No X without Y (e.g., No gain without pain)

4. Cultural Proverbs – Cultural proverbs has to do with metaphorical nature of the

used for pragmatical and practical purposes in circumstances of day to day

Usefulness of Proverbs in Language Learning

people around you are acting.

Grammatical Structure of Proverb

The Use of Proverbs in Conversations

Proverbs and English Language Classroom Activity

Implications of the Study to School Principals

Suggestions for Future Studies

1) Adedimeji, M.A. 2005. Logical Fallacies and Thirty English Proverbs: A

professor in English Language Institute at United International University,

View publication stats

You might also like